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About Google Book Search Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers discover the world's books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web at |http: //books .google .com/I SPEC. COLL. LB 675 .L29 A2 1 HARVARD UNIVERSITY UBRABY OF THE GRADUATE SCHOOL OF EDUCATION 1^ , £ >?- :":. f^^ Ji£. i S^ ■ ^ "' ' jtM ' fe"* 3 2044 096 982 491 t iff" "^^U "^■^■^^^^■"^^ THE . BRITISH SYSTEM OF EDUCATION: BEING A COMPLETE EPITOME OF THE IMPROVEMENTS AND INVENTIONS PRACTISED BY JOSEPH LANCASTER : r TO WHICH IS ADDED) A REPORT OF THE TRUSTEES OF THE LANCASTER SCHOOL " AT GEORGETOWN, COU GEORGETOWN; il^BLISHED BT JOSEPH MILLIGAN; AND BT WILLIAM COOPER} WASHINGTON. 1812. • ^ ^ ^\-i( (^K'//ici/ii}^' MilPUAIff fCHOOL i6r coucAimi LBkTS IV, Cooper, Printer. I EXPLANATION OP THE FRONTISPIECE. The monitor is represented standing with a pointing stick in his hand, to enable him to point out the best performance, without touching the writing on the slate, which might accidentally obliterate the writing. The boys are represented as sitting in the first desk in a class, in commoti with which they are exhibiting their slates, at the command from the monitor.. «« ** SHOW StATSs!^' m •** I m PRJEFACE. SOME apology is due to the public for the delay of the second edition of this Epitome. The author hopes that the facts which are detailed in this preface, will be accepted as such. The reader will recmposed of extracts from the 014 and New Testament : they are also taught the Church Catechism. Fifty-two boys who did not know the alphabet, when ad- mitted into the school, can now read well in the Bible, write a fair hand, and have learned several rules in arithmetic. Many ^ the other boys write a ihost expelleni X PRfiVACE. hand, and are sufficiently versed in arith- metic to be placed in any occupation where these important qualifications are required." The school is kept in the old ][)alace of the archbishops of Canterbury:. ..in the very place where the primitive martyrs used to be imprisoned^ examinedy and tortured^ there are now three hundred poor and hitherto neglected children, being taught to read their Bible, and to write and cypher. A girls' school has also been instituted, and a considerable number of children re- ceived, who before were wholly uninstruct- ed. This house of torture and barbarism is now the nursery of usefui learning, and a dark place, once full of cruelty, is now a blessing to the poor youth, and a central point for disseminating the knowledge of the sacred writings, once trampled upon and despised by the spiritual rulers of wick- edness in high places. At Dover a school for 250 boys has been established; the children of pilots and sea- faring persons chiefly attend, and were got into order in two weeks time, without any PREFACE. xi resort to the rod, by a boy of seventeen. The inhabitants of Dover are indebted to their generous representative, John Jacl^sony esq. for the establishment of this institu<> ^ tion. The Prince of Wales very liberally sub- scribed one hundred guineas to the build- ing of a school room at Liverpool, which is now finished, and contains 500 children* At Birmingham a school has been open- ed, and is. conducted by one of J. L's^ young school- masters, who has been occu- pied in the formation of schools for several thousand children, of which are the Bishop of Durham's school, at Castle Auckland, and the school belonging to the Society for bettering the Condition of the Poor, in West-street, Seven Dials. Schools have also been established at Deptford, Rochester, Wobum, Bristol, Hull, Sheffield, and many other places. Some time past, he was invited to Lynn, in Norfolk, by a number of the gentry, and all the clergy of that place. After a lecture on education, delivered in the guildhall, sT ^ii PREFACE. subscription was opened for establishmg a school there, and above XOO pounds were subsicribed before the persons assembled left the room; a committee was formed, a school room prepared, and a master chosen. The master was sent to the Borough Road, to be qualified.* The school at Lynn is established, and so well conducted, that though only three hundred children can be admitted, yet seven hundred applications for admission are at this time on the books. On his return from Lynn, the author de- livered a lecture (by permission) in the town hall of Cambridge. As a proof of the liberality of the University, of about seven hundred persons who attended, the greater proportion were clergy and students. After hearing the details of the plan, with * As to the practical knowledge of this plan, the public are desired to consider no persons practically qualified to teach it, who have not a certificate from J. Lancaster of their having been under his care* This will prevent the intrusion of impostors, whose lame attempts only discredit the plan in the eyes of such as have not seen the original} or duly investi- ffated its merits. PREFACE. xiii marked approbation, the . king^s deputy professor of dwvnity' took the chair amidst the loud and repeated acclamations of the audience. The establishing of a school was then proposed, a committee named, and a subscription immediately begun,: which amounted to above 100 guineas in a few minutes after the lecture was over, and nearly doubled the next day. A subscription was not entered into for building; and ^he committee sought in vain for a place to establish a school in, till they found the Friends' or Quakers' meeting-house unoccupied ; there being uone of that persuasion resident in Cam- bridge, and, of course, the meeting-house' unoccupied. This they readily obtained, and engrafted on the elementary system of education, that religious instruction which pleased them best. The clergy of the com- mittee of this school, are now the means of teaching the Church Catechism in the' Quakers' meeting-house. The present earl and countess of Har." cpurt, have established a school at Clewer^ xiv ' PREFACE. near Windsor,' for a hundred boys. This school is in good order ; which is entirely to be attributed to the interest the master takes in the plan. This school was organised by two of my boys, who attended in succession. The queen afterwards accidentally saw one of the boys^ and noticed him in that gracious manner for which all her acts of conde- scension and goodness are so particularly distinguished. This lad since organized the schools at Canterbury, Dover, and Deptford, making schools for 1,000 chil- dren in twelve months. , Schools are also in train at Plymouth^ Bath, Newbury, &c. -The plan is submitted to the country; the same cannot be found in any other work, unless copied or pirated. Of all the ideas, there is only one borrowed from the Madras or Hindoo mode of edupation ; that is, printing in sand, and even that is matCr rially improved. It only applies to the A^ B, Cf class. PREFACE. XV " The gentlemen of the University of Cambridge have now engaged to build a school room for boys, for which about 500 guineas are now subscribed. The author has recently passed through Norfolk and Suffolk, lecturing in various towns. In Norwich, more than one thou- sand poor children are found destitute of any education whatsoever. After lectures had been delivered in that city, the mayor granted the guildhall for a public meeting of the inhabitants, at which it was resolved to iiiiSititute a school, and a liberal subscrip- tion was entered into for that purpose*^ ^ i At Bury St. ' Edmund's two lectures were delivered : at the close of the second^ the celebrated and philanthropic Thomas Clark- son was caHed to the chair by the clergy who were present. The respectable as- sembly at the guildhall gave the most ' cheering expressions of approbation, in seeing this excellent and successful advo- . cate for the abolition of the slavery of the body, come forward as the friend of dis- seminating :kno:wledge among the poor, dfvi PREFACE. and thereby letting his hand and seal to the abolition of that ignorance, which en- slaves and degrades the mind. Dr. Wallis, a clergyman of Ip3wich, re- piarkable for the liberality of his sentiments, came over from Ipswich to Bury (twenty- six miles) on purpose to hear the author's lecture ; and was so well satisfied, as to in- vite him to Ipswich, and to make his house ius home while there, promising to obtain the town-hall for a lecture, as well as to introduce him to his brethren the clergy^ apd to the magistrates. The invitation was so nobly given, that it would have been in- latitude to decline it. It was accepted with pleasure. Not only Dn Waffis, but his fellow clergymen, and the worthy chief magistrate of the town, and a number of the most respectable gentry in the place, of all classes and religious professions, joined in receiving him, in a way so liberal, that will rank their names and characters a» friends of the poor, high in the annals ^f christian benevolence. The philanthropy of the inhabitants of the town, confirmed PREFACE- xm tiie judgmeRt of those persons who first patronized J. L. in Ipswich. During this very happy journey, I. L, lectured sixteen times during eighteen days^ travelling from twenty to thirty miles a day, making altogether above seven hun«» dred miles. In this circuit, institutions for above three thousand children were promoted, and he left fifty guineas as dona- tions to schools, besides defraying his tra- velling expenses, from die produce of his lectures. , This may be taken as an example of J. L'5. journeys in general, whereby the puUic will readily perceive the arduous nature of his public work, and the devotioif with which he pursues it; and he hopes tlus statement will be a sufficient apology for the delay of this publication, which might have been issued much earlier, had he not been engaged in promoting the edu- cation of many thousands of poor children ; it could not, however, have been so perfect as to the engravings^ which will give an idea of a ^ school on this plan^ to many persons b2 XYIU PREFACE. who Cannot possibly have an opportunity of seeing one. J. L. begs his subscribers and the public in general will have the goodness to allow him to throw himself on their candor and benevolence, t6 excuse the defects of his performance, and to regard the value of the matter, rather than the manner of convey- ing it. He would be happy to produce a work in every way acceptable; but the public are too generous to wish him to re- linquish doing good, in order to study elegance of language, when, by so doing, he must neglect many, who are perishing for lack of knowledge. ROYAL FREE SCHOOL, BOROUGH ROAD, AS CONNECTED WITH NATIONAL EDUCATION. THE national utility of the institution for educating poor children in the Borough Road, will be fully appreciated, when it is considered as the-^r^^ place where this plan was invented ; the local benefits have beeii great, and it has always been a field for every new experiment. , As a seminary for school-masters, this establishment has been most beneficial. A great number of young men were quali- fied during the last year. Two young men lately, established schools for a thousand children each, and a lad of seventeen did the same the year before. The boarding and training of school-mas- ters is a source of large expenditure, even XX ROYAL FREE SCHOOL. when regulated by the greatest economy^ The Borough Road Free Schools cost but a small annual sum; but the training of school- masters, being replete with national advantage, justly claims powerful aid from the public. t EPITOME OF JOSEPH LANCASTER'S INVENTIONS AND IMPROVJEMENTS IN EDUCATION. Of school-roomsj deskSy and preparatory ar* rangements. THE best fonn for a ^hool-room is a long square, or parallelogram. • All the desks should front the head of the school, that the master may have a good view of each boy at once ; the desks should all be single desks^ and every boy sit with his f^ce towards the head of the school. Room should be left between each desk for a passage for the boys, that the scholars in one desk may go out without disturbing those in another. It is desirable the desks and forms should be substfuitiai^ and firmly N fixed in the ground, or to the floor. The ends or corners of the desks and forms should be rounded off, as th% boys, when running quickly in and out, are apt to hurt themselves by running against them. At the head of the school there should be an elevated platform for the master's desk, las a convenient place to overlook the school; passages should be left at the bottom and on one side of the school, or on both sides when space allows. Children confined in a small school-room, can no more be expect- ed to be in order, than soldiers can perform their exercise without a parade. No half desks should be placed against the walls, nor should any double desks be admitted into the school-room. Desks so placed and constructed, merely afford pretence for idleness and play, the scholars being wholly, or partly, out of the master's sight. There can be no propriety in filling a room with timber when the space is wanted for children. Desks and forms when of a broader surface than actually needful, really occupy that room, which, were they made of proper dimensions, would contain more desks, and consequently more children. These arrangements not only conduce to order, but give facility to the master in the detection of offenders. * i ^Wherever the floor of a school-room can be placed on an inclined plane, it should be so. The master being stationed at the lower end of this plane, the elevation of the floor at the farther end of the room would cause a corresponding elevation of the desks placed there, so that, from the platform, the boys at the last de$k would be as much in view as those at the first. The ventilation of school-rooms is a sub- ject which requires local consideration, but they should be built, or if already built, made as much as possible open every way to the free circulation of air. School-rooms may be warmed by under* ground flues, heated by a stove which will $urn refuse cinders or ashes. This is the best mode. Any place may be sufiiciently heated in this manner without the children bieing obliged to leave their seats to - go to the fire; but this will only apply to ground floors. Arrangement of hats with strings or slings j to throw over the shoulders like a knapsack. This prevents all loss of hats, or mis- takes, and confusion in finding them, which is a common occurrence among a great number of boys. It saves all shelves, nails, Gt places where they are usually put in 4 schools. It prevents the necessity of going to put hats on the nails or shelves, and again going to get them thence, before the children leave school. These are great ad- vantages., ..as, w^ith eight hundred boys in school, they save sixteen hundred motions, unavoidable on the usual plan, both morn- ing and afternoon.. ..motions that, before this arrangement was made, produced much in- convenience in the school ; and -complaints were made, almost daily, of boys losing their hats, which have ceased since this arrange^ ment. All these advantages are gained, and inconveniences are avoided, by every boy slinging his hat across his shoulders, as a soldier would sling his knapsack: by which iheans he always carries it with him, and cannot lose it without immediately missing it. On entering school, the boys sling their hats over their shoulders. Before leaving it, they are commanded to unsling hats, which they do by one motion, on receiving the word of command. A very important maxim for school fur- niture, as books, &c. and which must never be departed from, is, a place for every THING, AND EVERY THING IN ITS PLACE. On this subject some observations will be made in the appendix. ^ The building and arrangement of school- rooms, is erf so much importance in the minute and accurate details, that^ I have thought it proper to publish a separate work on that subject, which will be found very useful to school committees and others, un- der the title of " Hints and Directions for Building School-rooms, &c. illustrated by capper plates." The rule by which classes are to be formed* Any number of boys whose proficiency is nearly equal in what they are learning, should be classed together. If only four or six scholars should, on examination, be found in a school learning the same things as A, B; C, ab, addition, subtraction, &c. they should be formed into a class ; as their proficiency will be nearly doubled by being classed and studying in conjunction. A class may consist of any number of scholars, without limitation to any particular number. Different constitution of classes. There are two descriptions of boys in every school, those who are learning to read or cypher, and those who have learnt. The first description must study that they may acquire a knowledge of reading or -m surithtnetiiC. The second, practice what they have learnt, for the improvement of the mind and readiness in practice. The order of classing for those boys who are learning to read. Class 1. *A, B, C. 2. Words or syllables of two letters. 3, . . ,, . .do. • ... three letters. ' 4t. . k 4 . . do. .... four letters. 5. .... . 4o five letters. 6. Reading or speUing lessons of two syllables, and Testament. T.Bible. 8. A selection of boys who read best from the 7th class. Thus each class has its appropriate set of .lessons. Its attention is simply directed to qne object, and boys in one class are not to be suffered to mix or sit with the boys in another. The children learning the alphabet, as hereafter described, may learn to print their letters in the sand, or on a slate. After a learner has improved beyond the first class, whatever class he may be in, he must learn to make his writing alphabet pn the slate. After having learned the writing alphabet, whatever class the scholar may be in, he must write on the slate the same as he t^ads or spells in his reading of spelling kssc^St If in the tyo letter class, he will write words of two letters; if in the three letter class, wprds of three letters, &c. &c. The reader will* perceive that the study ' of reading, spelling, and arithmetic, are as- sociated together by means oi writing y and the methods of tuition in Writing will be de- scribed under the heads of spelling and arithmetic. Gradation of classes in learning to write. Class. 1. Printing A, B, €• 2. Writing alphabet, or words of two letters, 3. Words of three letters. 4. .... . four letters. 5. ^ . . . . five and «i^ letters* 6. ..... two syllables, &c. 7. 7 A particular series of spelling lesson^, 8.5 published by J. L, The order c^ teaching the children in\ school should be, to have the 1st class next the master's desk, and the other classes in numerical order *after it. By this means the youngest children, (being generally the most lively and i^schievous) will be iBore 8 ^ immediately under the master'^ eye^ 2ixi4 this will operate as a check upon them« Gradation of classes in learning arithmetic* Class 1. Pupils who are learning to make and ctpabine* units, tens, &c. 2. Addition. 3^ Compound ditto. A. Subtraction. 5. Conipound ditto* ^ 6. Multiplication. 7. Compound ditto* 8. Division. 9. Compound ditto. 10. Reduction. 11. Rule of Three. 12. Practice. The mode of examining pupils fory and ar- ranging them into classes^ to learn read- ing j and writing. On the entry of a scholar, the master should examine his proficiency in distin- guishing the letters of the printed alphabet ; if he does not know them all, he must be placed in the first class. If the master finds the pupil knows his alphabet perfectly^ he must place him in the second class. k If *'the scholar can perfectly repeat^ tibe lessons belonging to the second class, he must be placed in the third; if he can repeact well all the lessons appropriated to the third plass, he must be* placed in the fourth : the same rule to be observed m forming the fifth, sixth and seventh classes. The eighth class to be a selection from the best readers in the seventh ; they may be admitted to the use of books, for the improvement' of their minds , which the other classes ase not allowed ; on this sub- ject more will be said in the sequel. On the admission of every scholar, the master must enter the name, residence, and every other particular relative to him, under its proper head, in a school-list; a printed plan of which is given in the appendix. OF WRITING IN CLASSES. • ^ By the usual method of teaching to \vritey the art of writing is totally distinct from reading or spelling. On the new plan, spell- ing and writing are connected, and equally blended with reading, which, with writing and arithmetic, are auxiliaries to each other. When a boy is classed for learning to read according to the arrangement of reading c2 10 classes, (see page 3) he, is consequently classed for teaming to write at the same time, ^see page 4.) Onjbrmiffga school into arithmetical classes. On the new platv^ the first great care of the master must be v^holly to discard the numeration table, and the practice of learn- ing numeration by it, as it is entirely super- seded by the new method, which will be seen when treating of arithmetic. Whenever a pupil is admitted into the school, and has never before learned arith- metic, he niust be placed in the first class; If he has made any apparent progress, un-. less that progress be found on examination to be realy he must begin again at the first class. In forming a new school, with the above exception, it will be best for all the pupils to begin arithmetic, from the first class. Classes mark the gradations in learning ; and one essential part of the system of re- wards will be found to be, that kind of re- compense which is bestowed on boys going from one class to another. ■** 11 « ¥ OF THE METHOD OF TEACHING THE ALPHABET, OR , FIRST CLASS. AnxiViary method of teaching the alphabet by printing in sand. The first, or lower class of scholars, are those who are yet unacquainted with their alphabet. This class may consist of ten, twenty, a hundred, or any Other number of children, who have not made so much pro- gress as to know how to distinguish all their fetters at first sight. If there are only twen- ty of this description in the school, one monitor can govern and teach them: if double the number, it will require two teachers, and so in proportion for every ad- ditional twenty boys. The reader will ob- serve, that^ in this and every other class described in the succeeding plan and ar- ' rangement, the nionitor has but one plain \ dutv to do, and the scholars the same to \ learn. This simplicity of system defines at . onee the province of each momtor intuition* •' 12 The very name of each class imports as* inuch,„'.and.this is called the first, or A, B, C, class. The method of teaching is as follows : a bench for the boys to sit on, is fixed to the floor; another, about a foot higher, is placed for them to print on. On the desk before them are placed deal ledges, (a pantile lath, nailed down to the desk, will answer the same purpose,) thus: The letter A, shows the entire surface of the desk, which is supported by two, three, or more legs, as usual for such desks, and according to the size. B is a vacant space, where the boys lean their left arms, while they write or print with the right hand. The sand is placed in the space G*. The double lines represent the ledges (or pantile laths) which confine the sand in its place: sand of any kind will do, but it must be iAry. The looys print in the sand, with their fingers: they all print at Xh^ command ^\v en by their monitor. A boy who knows how * The space C, is painted black; and when the children trace the letters in the white sand, the black, ground shows them to tnore advantage. ' .. 13 10 print and ^stinguish some of his letter^v is placed by one who knows only a few, with a view to assist him ; and particularly ^ that he may copy the form of his letters, from seeing him make them^ We find this copying one from another, a great. step towards proficiency. In teaching the chiU dren to print the alphabet, the monitor first makes a letter on the sand, before any child who does not know any thing about it ; the child is then required to retrace the same letter, which the monitor has made for him with his fingers, and thus he is to continue employed, till he can make the 4etter him- self, without the monitor's assistance. Then be may go on to learn another letter. Nofle but the first class write in sand* The letters are taught in courses ; they are anranged in three courses according to their similarity of form* There are three simple examples, which regulate the forma* ticm of the whole alphabet. Firsty a line, as in the letters 1, H, T, L, E, F, i, 1 : Se^ condy depending upon the formation of an angle; as, A,, V, W, M, N, Z, K, Y, X....- V, w, k, y, z, x: a circle or a curve; as^ O, U, C, J, G, D, P, B, R, Q, S....a, o, b, d, p, q, g, e, m, n, h, t, u, r, s, f, j. These courses of letters are soon acquired, on ac- count of the similarity of form. The greatest difficulty in teaching the letters occurs 14 m those, the form of which are exactly alike, and are only distinguished by change of position: p, q, attd b, d, are frequently mistaken for each other; but by making the two letters at the same time, the chil* dren readily learn to distinguish them. Then again, they are all employed in print*' ing at once; and it is both curious and di* verting to see a number of little creatures, many not more than four or five years old, and some hardly so much, stretching out their little fingers with one consent, to m^ke the letters. When this is done, they sit quietly till the sand is smoothed by thi monitor, with a Jlatiroi^y such ai is com- monly used for ironing linen. Or a wooden smoother of like form. The sand being dry, the smoother meets With no resistance, and thus all the letters hiade in a yttf short time, by each boy, are, in as shott & time, obliterated by the monitor ; and the boys again apply their fingers to the sand,, and proceed as before. New method of teaching the alphabet. Another method of teaching the alphabet is, by a large sheet of pasteboard suspended from a nail on the school wall; eight boys from the sand class, are formed into a semi- circle before thb alp^iabet, standing in thet^ 15 ntumbers, 1, 2, 3, &c. to 6. These num- bars are pasteboard tickets, with No, 1, .&c^ inscribed, suspended 'by a string from the button of the bearer's coat, or round his neck* The best boy stands in the first place:; he is also decorated with a leather ticket, gilt, and lettered merit j as a badge of honor* He is always the first boy ques- tioned by the monitor^ who points to a par- ticular letter in the alphabet, " What letter is that?" If he tell readily what letter it is, all is well, aad he retains his place in the olass ; biit if, he fail, then he forfeits it, to- gether with his number and ticket, to the? next boy below him who answers the queis-. tion aright. This plan promotes constant emulation. It continually employs the monitor's' atten- tion ; he cannot look one way, while the boy is repeating his letters another, or at all neg- lect to attend to him, without being im- inediately discovered. It is not the monu tor^s business to teachj but to see that the boys in his class, ordivisiony teach each other. If a boy calls A„by the name of B, or O, the monitor is not to say, " It is not B, or Q, but it is A;" he is to require the next ^y in succession to correct the mistake of his senior. These two methods of the sand, and alphabet card, with their inferior ar- rangements detailed, are m^e use of daily \j 16 . in rotation, and serve as a niutual check and relief: figures are taught in the same manner. The tuition of the first class is entirely connected with printing, but the second be- gins with writing : it is needful to mark the distinction. The business of this class is to learn to write on slates, beginning at the ^phabet, and proceeding no further than two letters, as, ba^ ab^ also learning to spell the same on cards, and to leiam their writing alphabet on cards. This is done to prevent confusion, as some of the pupils might be^ perplexed with learning two difierent alpha* bets at the sam^ time* ^ y SECOND CLASS. The second class consists chiefly of boys who having , learned to print the alphabet and figures in sand, and readily to distin* , guish the same on paper, are then advanced to this second, and comparatively superior class. The monitor pronounces a word of two letters as, m, fo, &c. or a syllable, as, ha^ &CC. and ^ach boy writes it on the slate, when spelling it. In this class diey have small slates, on which they leiun to make all :^e alphabet 17 in writing : this is done, that they may not, when in the preceding class, be perplexed with learning the printed and written alpha- bet at once: care is also taken that the series of words and syllables of two letters, adapted to this class, be so arranged as to contain all the letters of the alphabet; which, otherwise, being recently learned, would be easily forgotten, unless kept in memory by daily practice. Words are arranged separately, and sylla- bles the same ; syllables are what children cannot attach any sense to ; and in fact they have no sense or meaning, unless com- pounded into words above the comprehen- sion qf children in this class. They have lessons with words and syllables of two letters, before which the whole class suc- cessively assemble in subdivisions of eight boys each. The first boy is required by the monitor to spell a word in the same manner as the first boy in the a, b, c, class was required to distinguish a single letter; and precedency is awarded according to proficiency, as before. In short, this^ me- thod is the same as with the a, b, c card, only it is combining the letters, instead of distinguishing them. Some of this class learn to write the alphabet; others, words or syllables of two letters. The monitor 18 whiQ sees one, can look to the other, being chosen out of the three-letter class. It is to be observed, that the third oji^ three-letter class spell, by writing on the slate, words of three letters only ; the fourth class write words of four letters; and the fifth, words of three or four syllables ; also, words with the meanings attached. Each class has lessons, in the same manner as the first and second classes; all of which are made use of m a similar way, only va- rying as to the length of the words or syl- lables each class may be learning. Improved method of teaching spelling byi writing. This following method is entirely an ad- dition to the regular course of studies, with- out interfering with, or deranging them in the least. It commands the attention, gra- tifies the active disposition of youth, and is an excellent introduction and auxiliary to writing. It supersedes, in a great measure, the use of books in tuition, while (to spea^k moderately) it doubles the actual improve- ment of the children. It is as simple an operation as can well be imagined. Thus, supply twenty boys with slates and pencils, and pronomice any word for them to write, suppose it is the word ** and,'^ or the word 19 ** re-so-lu-tion;'' they are obliged to listen with attention, to catch the sound of every letter as it falls from their teacher's lips; again, they have to retrace the idea of every letter, and the pronunciation of the word> as they write it on the slates. If we ex^ ^ttiine ourselves when we write letters, we shall find, this is so much connected with orthography, that we cannot write a word without spelling as we write, and habitually connecting any inaccuracy that may occur. Now these twenty boys, if they were at a common school, would each have a book ; and, one at a time, would read or spell to their teacher, while the other nineteen were looking at their books, or about them, as they pleased ; or, if their eyes are rivetted ©n their books, by terror and coercion, we cannot be sure that their attention is en*, gaged, as appearances seem to indicate: On the Contrary, when they have slates, the twentieth boy may read to the teacher y* while the other nineteen are spelling words (an the slate, instead of sitting idle. The class, by this means, will spell, write and read, every word. In addition to this, the same trouble which teaches twenty, will suffice to teach sixty or a hundred, by * It will be seen in the article ^* Readingi" I do not approve of solitary reading, one by one ; it raises no emulation* 20 employing some of the senior boys to inspect the slates, of the others, they not omitting to spell the word themselves ; and, on a signal given by them to the principal teacher, that the word is finished by all the boys they overlook, he is informed when to dictate another to the class. This experiment has been tried with some hundreds of children, and it has been found they could all write by one boy's dictating the words to be written. The benefit of this mode of teach- ing can only be limited by the school-room being so large, that they cannot be heard distinctly ; for if seven hundred boys were all in one room, as one class, learning the same thing, they could all write and spell by this method at the dictation of one moni- tor. I hope the candor and good sense of every reader will justly appreciate the bene- fit and importance of this method of teach- ing. The repetition of one word by the monitor, serves to rivet it firmly on the minds of each one of the class, and also on his own memory; thus he cannot possibly teach "the class without improving himself at the same time. We reflect with pleasure, that by this invention, a boy who is asso- ciated in a class of a hundred others, not ojily reads as much as if he were a solitary individual under the master's care, but he will also spell sixty or seventy words of V 21 four syllables, in less than two hours, by writing them on the slate ; when this addi- tional number of words, sp^lt by each boy daily, is taken into account, the aggregate will amount to repetitions of many thousands of words annually ; when not a word would be written or spelt, and nothing done by nineteeuwtwentieths of the scholars at the same time. Thus, it is entirely an improve- ment; an addition, and introduction to their other studies, without the least additional trouble on the part of the teacher ; without deranging or impeding his attention to other . studies, as is usually the case with the study of extra lessons ; at least more than doub- ling the advances of each individual towards a proficiency ; at the same time, possessing all these advantages, it prevents idleness, and procures that great desideratum in schools, quietnessy not by terror, but by commanding attention: for, as it requires much writing, but few boys can write and talk at the same time* In this case, nothing is wholly committed to the pupil or moni- tor; In the usual mode, some degree of mental exertion may or may not be made by the pupil, and omission remain unde- tected; but this is so visible, that every boy's attention to his lesson may be seem on his slate, and detection immediately fol- lows idleness, or an indifferent performance* 2 m It is simple in itself, and abounding with many advantages} of this I am well con- vincedj by daily experience of its utility, and in particular, of the great practice it affords in writing. • Boys who learn by the new mode, have six times the usual practice ; but, in the old way, the expense is, at the Jirst costj 6rf. per month, for writing books, pens and ink each boy: this will be six times in- creased, if it is desired to give both classes of boy^ equal practice ; the usual cost for Sixty boys would* be 18/. per annum. OLD WAY. Six titnes the usual charge for writing paper, Sec. • . . . /. 108 NEW WAY. If they have not slates already provided, six- ty slates will cost . . /. I Allow a hundred slate pencils per annum, each boy, at Sd. per hundred, ...... 2 1 /.3 Balance in favor of the new mode i. 105. The niiany hundreds of respectable eha- iracters, .among the nobility, gentry and cler*- gyj who have visited my institution, can bear. witness, that the progress of the boys by this method of writing epeiling, is as> tonishing. Not of one, or a few boys, but vOC ib^ wAole school* By jtlje practice, of y 2S wrking da the slate, they learn to humor their pencils, so as to write just like a pen, in making the up and down strokes of the letters. About one hundred and fifty bojrs have writing books, and their writing on the slate, is a fac simile of their writing in books; which they seldom do, more than four times in a week, and then only a single copy, which fills a quarto page, each time. The boy may jdways make his pencil good by cutting it to a proper point; this will not easily apply to quills or pens. It will be found where there is much practice in writing, that a good plain hand for use, and not for show, depends more on much practice than on tlie manner of holding the pen; and that a good body to the letters equally proportioned to down strokes, or up strokes, depends more on the application of the point of the pencil to the slate, or the pen to the paper, than on the lehgth of either pencil or pen, or the position and play of the finger, which can only give com- mand of hand in long strokes, whereas the fnost of the letters in the alphabet are form- ed of short strokes, which neither reach above nor below the line. All the school being classed according to their proficiency in reading, their spelling in this mode is united with their reading. It is a mode so useful as to need no addition 24 to it, and is complete of itself, as it stands; spelling connected with writing. All the classes are placed in regular pro- gression one above another, from the first to the eighth. Every class is employed under its own monitor, spelling by vinriting words which the different monitors dictate to each class. The monitor of a class does no other duty but dictate, or see that one of the boys in the class dictates words for the class to spell, the boy dictating a word. Meriting it himself^ the monitor writing it also, and inspecting the performance of each boy in his class, being responsible for any mistakes they commit, and preparing them for the superintendent's inspection. A METHOD OF TEACHING TO SPELL AND READ^ WHEREBY One boek will serve instead of six hundred books. It will be remembered that the usual mode of teaching requires every boy to have a book ; yet, each boy can only read or spell one lesson at a time, in that book. Now, all the other parts of the book are in wear, and liable to he thumbed to pieces; and, whilst the boy is learning a lesson on 2& one part of the book, the other parts are at that time useless. Whereas, if a spelling book contains twenty or thirty different lessons, and it were possible for thirty scholars to read the thirty lessons in that book, it would be equivalent to thirty books for its utility. To effect this, it is desirable the whole of the book should be printed in a type three times larger than the common size type, which would make it equal in size and cost to three common spelling books, value from eight pence to ^ shilling each. Again, it should be printed with only one page to a leaf, which would again double the price, and make it equiva- lent in bulk and cost to five or six common books ; its different parts should then be pasted on pasteboard, and suspended by a string, to a nail in the wall, or other con- venient place: one pasteboard should con- tain the alphabet; others, words and sylla- bles of from two to six letters. The read- ing lessons gradually rising from words of one syllable, in the same manner, till they come to words of five or six letters, or more, preparatory to the Testament lessons. There is a circumstance, very seldom re^ garded enough, 4n the introductory lessons which youth usually have to perform before they are admitted to read in the Testament. A word of six letters or more, being divided 26 by hyphens, reduces the syllkblfes which tompose it, to three, four, or five letters each ; of course, it is as easy to read sylla- bles, as words of five letters: the child, who can read or spell the one, will find the 4Dther as easily attainable. In the Testament, the words of two and -three syllables are undivided, which makes this division of the lessons a more natural introduction to the Testament. In the pre- paratory lessons I have used, the words are thus di-vi-ded. When the cards are provided, as before mentioned, from twelve to twenty boys may stand in a semi-circle before each card, and clearly distinguish the print to read or^spell, as well, or better than if they had a common Spelling book in each of their hands. If one spelling book were divided into thirty different parts or lessons, and each lesson giveft to a different boy, it would only serve thirty boys, changing their lessons among themselves, as often as needful; and the Various parts would be continually liable to be lost or torn. But, every lesson placed on a card, will serve for twelve or twenty boys at once: and, when that twelve or twenty have repeated the whole lesson, as many times over as there are boys in the circle, they are dismissed to their spelling jOn the slate, and another like number of 21 boys may stiidy the same lesson m success jsion: indeed two hundred boys may all re# peat their lessons from one card, in the space oi three hours. If the value and im^ portance of this plan, for saving paper and books in teaching readmg and spelling, will not recommend itself, all I can say in its praise, from experience, will be of no avail. Series oj* lessons. In teaching the lessons in my new spelling book to boys who have not learned to read, it will be found needful to refer to the root of the words so spelt as al ale, con coin, referring to the radix (in Italics) every time a. word is spelt. For tlie superior classes ^n entire new series of lessons ar,e in con- templation on the plan of Freame's Cate^ chism, an excellent work, against which lauch unfounded clamor has been raised^ although it now has the sanction of two bishops, as being one of the best selections "ever made from Scripture. The questions are read by the monitor, and the answer by the scholar, which keeps up continued at- tention from both parties. When standing in semi-circles, to read or spell, the boys wear their numbers, tickets, pictures, &Ci as described under the head,^ Emulation and Reward: and giye place to. each olher^ y 28 according to merit, as mentioned in the ac- count of the two first classes. Extempore method of spelling. In this method of spelling, the card is used instead of a book.... the monitor gene^ ral of reading and spelling, assembles his whole class, by successive semi-circles of twelves or twenties ; calling each scholar to his number; so as to begin at No. 1, and go regularly through the whole class. This preserves order in their reading, and pre- vents 'any other scholar omitting a lesson. At first this is troublesome, and occasions some noise; because, in the minor plasses, the monitors are obliged to call the boys to read or spell, by a list of -their names; but, as a number is affixed to each name, the monitors soon become familiar with the names and numbers of boys in their respec- tive classes, and this obviates the difficulty. When the semi- circle is formed before a lesson, the monitor points to the columns of spelling which form the lesson for the day. The first Hoy then repeats the word pointed to, letter by letter, in each syllable, and then pronounces the word; this is the coniT mon practice in day schools^ and is found on repeated trials the quickest and best. If he commit any mistake, the next boy is 29 required, to rectify it, without being told what the mistake is. If the second boy cannot eorrect the first, the third or fourth Baay: in which case, the boy who corrects the mistake, takes precedence of him who committed it, and receives his insignia of precedence: at the same time the monitor is not permitted to teach the boy^ in his draft how to correct, unless they should all be equally ignorant; and then it becomes his duty to do it. This is, in fact, each boy teaching himself: and it is the duty of the principal monitor not so much to teach them, as to see that they teach one another. When the boys in the circle, .have thus studied their spelling by reading it, the monitor places the card on the card-stick where he can see it, and the class cannot, and requires them to spell and pronounce such words, extempore, as he repeats to them. In doing this, they correct each other's faults, And t^e precedence as before described. A great advantage derived from this me- thod, is, that it forms an excellent practical , counterpart of the spelling on the slat^. The boys usually spell this way in rotation; /bu*, if the monitor detects any boy looking about him instead of looking at the lesson, he immediately requires him to perform a part of a lesson which he was inattentive to: E t 4 so he usudly performs it ill ; and thus his ncg. ligence is followed with immediate * punish* ment, by his losing precedency in his class. It is very important that, in all these modes of teaching, the monitor cannot do as the watermen do, look one way and row ano- ther. His business is before his eyes; and, if he omit the performance of the smallest part of his duty, the whole semi-eircle is idle or deranged: and detection, by the master, immediately follows his negligence. In society at large, few cilmes are ever committed openly ; because immediate de- tection and apprehension of the offender would follow. On the contrary, many are committed in privacy and silence. It is the same in performing the simple duties of monitors in my institution : their perform- ances are $o visible, that they dare not neg» lect them; and, consequently, they attain the habit of performing the task easily and well. This effect is produced from on^. cause: that every thing they do is brought to account, or rendered visible in some con* spicuous way and manner. Wh^t applies^ to the monitors, strictly applies to the boys. Thiere is not a boy who does not feel the benefits of this constant emulation, variety, and action; for, they insensibly acquire the habit of exercising their attention closely^ Qn every subject ^at comes before them; 31 and this, tvithout exerting thetnsclves tcao much* The ekisses spell on the cards, by drafts, in the same manner as they read. :«>:> KEW METHOD OF TEACHING ARITHMETIC. It is ncccssisury to premise a >Httle re- sr^edting the usual mode of teaching arith- roetic, which many of niy readers will re- member to be the method in practice in such schools as they frequented in early youth. , The sums are, in many instances, sH in the boys^ books, by the master or teacher, ^t the expense of much pains aiid labor; in other instances, they are copied by the ' ]^upil, from Walkingame's, or some other .arithmetic. The boys are, or should be, instructed :^GW to work their sums, lii the first in- . atimce, by the master or teacher; they arc 32 then expected to do other sums of a like nature, by the example shown. This is to be done by them at their seats; and, when it is finished, the master or teach- er should, and in most cases does, inspect it, to see if done correctly. But this operation, of adding or subtract- ing, for instance, is intellectual ; not me- chanical, or audible ; of course, we cannot ascertain how many times a boy repeats his sum, before it is brought to his master for inspection: steady boys may dd it five or $ix times, but the idle and careless seldom do it more than once; here is much time lost, and a remedy adapted to the ca3e is not in the teacher's power. Again, when sums are brought up to the master for inspection, each boy's must be individually attended to ; here is a great loss of invaluable time. Perhaps, twenty boys have sums ready for inspection at once, and lUneteen w^it, sit idle, or talk, while the twentieth is at his master's desk, with his sum. Nor is this all : if an incorrigible dunce happen to show up his sums first, and, as is often the case, adds new blunders to mistakes, he may easily delay his master, and the boys who are waiting to follow him in succession, for some' time; and a few instances of this sort, arising from careless- ness, inattention, or incapacity on the; part 33 of th? scholars, will completely derange the business of a master, and keep a number of their school-fellows unemployed. , Independent of this, it is disgusting to teachers of any description to be continually plodding over the same ground of elemen- tary arithmetic. San\enesSj in every instance^ produces listlessness ; and vafiety is not orily agreeable^ but mostly commands attention. I have seen a respectable school-master, well versed in the mathematics, have a dozen boys standing round his desk, wait- ing for him to attend to their sums, while he has been listening to a slow boy, repeat- ing his sum, till he has bitten his lips with vexation. To prevent this inconvenience, I have invented an entire new method of teaching arithmetic, that commences when children begin to make theiff figures. For the arrangement of the ciphering classes, see page the fourth. First ciphering class^ , The first object is to teach children to make their figures^ In order to do this, the class learning to make figures are^ as- sembled under the monitor, in one part of the school, by themselves. It is to be ob- served, the same boys who are in one class, 'according to their proficiency in reailin^^ e2 34 are in another, according to their progress in arithmetic ; that when the school is ci- phering, the classes are organized on the plan of the ciphering classes in page 4 ; when they are reading, they are arranged on the plan of the reading classes, given in page 3. On the commencement of school^ they always go into their different reading classes, and afterwards, when ciphering, separate to their several arithmetical classes : after having performed the ciphering, they return to their reading classes before they go out of school. This changing about from class to class, in which three-fourths of the > whole school are concerned, is at- tended with but little bustle, and no con- fusion. It is usually done in less than fiye* minutes ; and the school-room is so large, ' it will take near that time to go round it. If there are any boys that cannot cipher, they remain under the monitor's care, for instruction in reading, while the others are ciphering. The modes of teaching arith- . :pietic are so simple and easy, that all the boys in the scKool, who can read and write text hand in four letters, are put in the first ciphering class. It is not uncommon to find boys thus in- structed, that learn to write and cipher re- markably well, in six Months, who never handled a pen, or were taught by any other . 3S method. Bfefore boys go into arithmetic! it is needful they should learn to make the figures: on my plan^ they team to make and combine them at the same time. The class of boys who are learning to make their figures^ form, in my institution, the first class in arithmetic. The first class in (mthmetia In the tuition of this class, the boys wha constitute it, are not limited to number : any boy, for whom it is requisite, is imme-^ diately placed in it. Instead of teaching them to make figures in the order of thfe nine digits, as is usually done, by .writing OGcasionaliy in copy-books; they have each ia slate. The monitor takes an addition table, which combines not only units with units J but tens with units. '^ a thing in which^ the pvtpiPs greatest difficulty,, as to simple addition, and subtraction, occurs. The monitor reads from this table: 9 and 1 are 10, 9 and 2 are 11, &c. 25 and 1 are 26, 25 and 2 are 27, 25 and S are 28, 25 and 4 are 29, 25 and 5 are 30, 25 and 6 are 31, 25 and 7 are 32, 25 and 8 are 33, 25 and 9 are -34; or other variations, of the same table. When these are dictated, each boy writes ihem on h^ slate: the monitor and se-Kvvs^ I ' 36 boys in the class, assisting in teaching the beginners to make the figures, till they can do it themselves. The monitor also varies the table thus : Take 9 from 10, 1 remains; 9 from 11, 2 remains; 9 from 12, 3 remains, &c. He also uses the multiplication table, and reverses it in the same manner : 6 times 2 are 12, 2 in 12, 6 times. In the same way, he teaches them the shillings and pence tables. The knowledge of figures which the children acquire by this method is great; and the improvement of this class iii making their figures, does much credit to the class and teachers. It is true, the class are told all they are to do; but, in doing what they are bidden, they ac- quire a ready knowledge of the figures; whilst they, are insensibly led into the habit of giving attention to all they do, and taking pains in doing it. By making their figures so many times over, they unavoidably at- tain freedom in making them; and this is the ^est step that can possibly be taken to facilitate their improvement in the next stage of their progress in arithmetic. . ; The same variation and tables, without the total, or answer to the monitor's ques- tion, applies to subtraction, multiplication, division,, and the pence and shillings tables. This method of instruction has also a 37 counterpart : an arithmetical table of this kind, applied to the first four rules, without the amount of each combination annexed, is placed on th0 wall, or other convenient place. -^In the former instance, the monitor told the class, 9 and 9 are 18, and they wrote it. He now subdivides the class ; -and they, assemble, successively, in circles of twelve boys, around the tables of figures on the wall. They have their numbers, insignia of merit, prize, &c. as in other di- visions of classes. The monitor then puts the question to the first boy.. ..How much are 9 and 4? and the boy is expected to. teil the amount.... 13. If he cannot answer cor- rectly, the monitor puts the question to another boy, till he finds one who can : and he takes precedence, and the badge of merit, from the boy who is unable to answer the question. The boys in this class are called out, in successive companies of twelve each, to answer questions of this nature, applica- tory to the similar lesson they have that day been performing on the slate; and he varies the question; as. How much are 9 and 9? Take 9 from 18.... what remains? How much are 9 times, 9? How' many times 9 in 81? Whilst one company of twelve boys (the mimber need not be restricted to twelve, but it can hardly be more than twenty with 58 proj^riety) sffc performing this task, the remainder of the class continue at their seats, writing what the monitor dictates, till the first division of the twelve have finished their lesson. Then another division goes out, to the same examination ; and they re- , turn 16 write on the slate. Thi§ is doiiie every day, till the whole class has perform- ed their lessons both ways. This method serves as an introduction to numeration, which, it will be seen in the sequel, is only tsaight in a practipal way. On the art of teaching the Jour rules of arithmetic in the new mode.. ..'■., , , . , . , . . The next is the simple addition, class. £ach boy, in every ciphering xlass,^ has a slate and pencil ; and we may consider that the subject, now before us, relates to the ■ best method of conveying the knowlodge.of arithmetic to those who are unacquainted with it. They usually begin with small sums, and gradually advance to larger; but boys who have been well instructed in the preceding class, are not only qualified for this, but have a foundation laid for their future proficiency in every branch of arith- metic. As the reader will observe, the wh(de of this method of teaching is closely connected with writing; it aot only unites 39 exertion ^h itself, but alirays renders that exertion, however great or small, visible to the teacher ; and enables him to say, with certainty, that his pupils have performed their business. The monitor, or subordi- nate teacher of the class, has a printed book of sums, which his class are to do ; and he has another printed book, containing a key to those sums, on a peculiar plan, which "^iil be described, and which fully shew« how they are to be done,* In the first place, when his class are seated^ the monitor takes the book of sums... supposip the first sum is ^ follows : lbs. (No. 1.) 27,935 3,963 8,679 14,327 54,904 He repeats audibly the figures 27,935, and each boy in the class writes them ; they * Any boy that can read and niipnei^te a little, is able to perform this duty as well as the principal monitor. The boy who reads the sum cannot be idles if he is, the whole cjass must be so too ; when teach* ing (fth^rS) he is rapidly improving jumself. 40 are then inspected, and if done correct, he dictates the figures 3,963, which are written and inspected in like manner: and thus he proceeds till every boy in the class has the suni finished on his slate. He then takes the key, and reads as follows : First column: 7 and 9 are 16, and 3 are 19, and 5 are 24 : set down 4* under the 7, and carry 2' to the next - This is written by every boy in the class, inspected as before, and then he^ proceeds. Second column. 2 and 7 are 9, and 6 are 15, and 3 are 18, and 2 I carried are 20; set down and carry 2 to the next. Third column. 3 and 6 are 9, and 9 are 18, and 9 are 27, and 2 I carried are 29; set down 9 and carry 2. i * When the teacher reads set down 4 tinder the 7 and carry 2 to the next, the lads wlv) are inspecting the manner in which the boys in this class perform their sums, see that each boy writes do.wn the 7 under the 4, and that they do the same with the amount to be set down in every succeeding column. 41 Fourth column* . 4 and 8 are 12, and 3 are 15, and 7 are 22, and 2, 1 carried, are 24 ; set down 4 and carry 2. Fifth column. 1 and 2 are 3, and 2, 1 carried, are 5; set down 5. ' Total, in figures, 54,504 lbs. Total, in words, fifty-four thousand, nine hundred and four pounds* The whole of a sum is written in this manner, J3y each boy in the class: it is af^ terwards inspected by the monitor, and fre- quently by the master; and it is a method, in particular, well adapted to facilitate the progress of the scholars in the . elementary parts of arithmetic. * .. After the same method, the knowledge of arithmetic, in the four first rules, will be easily acquired. Its ^od effects are deducible from prin- ciple^ j^s well as practice. For youth to be conversant in arithmetic^ it is needful that the most frequent combinations of figures, which occur in the first four rules, should be famiUar to their memory. Now, thefrcr quent recurring of one idea, if simple and de- finite, is alone sufficient to impress it on the F li memory, witholit sitting down to learn it as a task; and, in the method of tuition just described, every boy is obliged to repeat it, at least twice. : First, the impression it makes on his mind, when listening to his monitor's voice, and the repetition of that impression, when writing it on the slate. When a certain quota of sums are done, the class begins anew : and thus repetitions succeed each other, till practice secures im. provement, and removes boys individually mto other classes and superior rules^ when each boy has a suitable prize, which our established plan appropriates to the occa* sion. ' A- Multiplication is easily attained by this method*, and the use which is made of the multiplication table in general, as an aux- iliary to the memory in acquirng this rule, is a cogent reason in favor of the method I suggest to public notice. • In the instance of dictating the figures 27,935, and any other variations after the «am^ example, the scholars, by writiftg, ac^ ^uire a thorough knowledge of numeration, expressed both in words and figures, with- out paying any attention to it as a separate rule^ In fact, numeration is most effectu- ally learned by the scholar in my institution, not from the study, but by the practice oJf it> and, I may ^dd, almost every othef branch pf knowledge, taaghtiif the diffet- ent classes, is acquired in the same easy and expeditious way* The boys vie with each other in writing their sums neatly on the slate, and their jM-actice and improvement in writing is greatly increased by this means^ Before the iritrodilctioti of this method, I found it needful to employ the senior boys as teachers of arithtnetic: and, when their improvement in the lower rules was desira* ble, a more honorable and ^i&pacious mode -could not be adopted ; but when proficiency was such a& rendered it needless, it was time not . so usefully qniploy^pd as it might be. This I saw with regret, and have the pleasure of seeing the di^culty removed by this impi^ovement. : It Aiust be obvious, that if any bpy had studied and attained a qnickness in addition and were to repeat it before me/ in the usu- d way, to show his improvement; the key- to the preceding sum. comprises the subr stance of what he would express: and if I were to take a scholar, unacquainted with arithmetic, and show him minutely how he was to work the sum, the key contains not only the substance of what I should express, but also the same of any other teacher in like case. 44 ' Any boy of eight years old, who can barely read writing, and numerate well, is^ by means of the guide containing the sutns, and the key thereto, qualified to teach the first four rules of arithmetic^ simple and compound) if the key is correct, with as much accuracy as mathematicians who may have kept school for twenty years. Perhaps it is not reasonable to expect much invention and intellectual exertion from boys, whose talents are yet in embryo ; but, when the line is drawn, they can abide by it. Boys, in general, are excellent agents in whatever they are equal to; and, in this case, nothing is left to their discre* tibn, and they cannot err, without they go to sleep, or do it for thejjmrpose* Here is a positive certainty to thfe teach* er, that every boy in the class is employed, and detection follows a disposition to idle- ness as soon, as it exists ; that none sit tdle while others are waiting the master's partial instructions ; and that three times \he usual quota of sums are done and repeated by every boy. ARITHMETIC BY READING. By this mode, a sum like the example, in simple addition, for instance, is printed and 45 placed on a bo^rd, the key as weH as the sum ; eight boys assemble round it ; the monitor numerates the sum, litie by line, till each boy has got the sum fairly copied oil his slate. Then the first read^ the first column, and when he comes to the total, 24, he sets jdown four under the seven, and marks 2 on the slate to be carried to the next. Each boy in the semi-circle sets down the 4, &c. at the same time. The second boy also reads the second column, and when he sets down the total all the boys do the like. Thus they read column by column, setting down the total, until all the boys have read the sum singly, and then they begin one by one, reading the whole of the sum ; the others setting down the whole of the total f and beginning anew, as ^ every boy begins to read. This is found * an auxiliary method, and has been recently . practised. Every rule in arithmetic is usually con- sidered as a study appointed for a separate class. See table of classes, mentioned p. 4. The object of the boys in each class is to study ow/y that rule oi* lesson appointed for them ; and, whatever number of boys there may be in any one class, whether ten, fifty, or five hundred, the trouble of tuition is not at all increased by the addition df numbers. The inspection of the sums cw: J 2 4^ speUkig written on the slate is more, and the number of inspecting boys is greater in proportion. By the method of arithmetic just described, every boy in each class is told by the teacher all he is to do; and his- sole business is to do it so often as to be- come quite ' familiar with it. In the suc- ceeding method, the boy's business is to do every Siing without ins^truction. Extempore tuition in arithmetic. Each arithmetical class is called out, ac- cording to the list, in companies ot eight. To each class is allotted a proper sum ac- cording to the rule they are in. This sum is printed on a card. The eight boys stand round the sum they are to work ; and the board, on which the sum is, is suspended from the wall. The teacher is provided with a key to the sum, similar to those be- fore described. Each semi-circle has its insignia of merits &c. and each boy gives precedence to any other boy that excels him in performing his lesson. The teacher then requires the first boy to add the first column, if in addition; or to multiply the first figures, if in multiplication. He is to do this aloud, extempore^ without any previous knowledge of the sum, or assist- ance from his teacher in performing it. If 47 he mistake^ it is hot the monitor's businesi^ to rectify the mistake, but the next boy ia to try if he can do it ; and if none of the eight can . answer right, it must then be done by the monitor. When many mis- takes in a whole class occur, such boys must practice more in the methods first de^- scribed, before they are tried this way. The former method affords an easy introduction to this. The same advantage is possessed by both, that neither teacher nor learner can be idle. Our system of emulation enables me to combine encouragement and reward with it, in a manner more than usual in schools where this is practised. The last method being such as is usually taught in some schools, it requires a boy of superior abilities to teach those who are inferior to himself in proficiency. The monitor has a key to each sum, which reduces it to a mere system of reading on the monitor's part. If the boys repeat the sum extempore^ naming the totals according to the k(ey in the teacher's hand, they are correct;, if their account differs, the monitor immediately detects the error, when it becomes the bu- siness of the next boy in the class to correct it. On this plan, any boy who can read^ can teach; and the inferior boys may do the work usually done by the teachers, in the common mode;, for a boy who can readv 48 can teach, although he knows nothing about it; and, in teaching, will imperceptibly ac- quire the knowledge he is destitute of, when he begins to teach, by reading. The su- perintendaut, or master, may examine the proficiency of his pupils, by this mode and the following. Another mode of examining ^he proficiency of boys in arithmetic. To ascertain the proficiency of the scholars, after they have been used to the preceding methods of tuition, the teacher places each boy in a situation where he cannot copy from, or be assisted by any other, who has the same task to perform. He gives him a sum, according to' the rule he is in, and requires him to make a key to the sum, in a correct manner. If he can do this readily, a number of times, it is a proof that he is conversant with the rule he is in; and when practice has deeply im- pressed it on his memory, he may advance to another rule. The first class, or combi- nation of figures, is examined the same way. The tables in addition are written on the slate, without the amoimt, thus: 6 and 6 are the boy who is examined is requir- ed to add the amount.... 12. If he can do, this, with every combination of figures in 49 the addition and other tables, he Is then fit for ciphering* By the old method of teach* ing arithmeticf there is usually a great con* sumption bf printed books of arithmetic; the new method almost entirely supersedes them. The same economy applies to ano- ther expensive article of consumption in schools, ciphering TDooks; in which the scholars usually write down all the sums they do. The expeditious progress they make, both in writing and accounts, is so great, they need only commit to writing a very short specimen of their sums, for the satisfaction of their parents ; and even that is not absolutely needful. By using their pencils well, they acquire an equal facility in the use of their pens. -v»-*'- ABSENTEES, &c. New mode of mustering boys for' absentees^ It is usual, in most schools, to have a muster or roll-call, at a particular hour^ varied at the discretion of the masters. The list of the scholars contains the name of every boy that attends it. In calling over the list, every name is repeated, although three-fourdis or more of the boys, whose 50 names are called Over^ afe present. It was needful . in xny . institution to make a strict inquiry after absentees; but, the method above described was so tiresome and noisy, that I devised another -more eligible. As the number of absentees bears but a small proportion to the numbers that attend, I formed the design of taking an account of the smaller number, without the repetition of names. To eiFect this, the classes are numbered, each beginning at number 1, and ending its series of numbers at 30, 70, 130, or any other number of which the class may consist The list of each class is kept by the monitor of it, nearly in this shape : Class MU Number 1, Jones. \ "^^ 2, Trimmer. 3, Brown. X '4^ Daiibeny. , 5, Plymly. y- These few names wiU show th^ niariner in which the list of the whole class, perhaps an hundred and twenty, is kept. Answer ^ ing to this is anothtr series of numbers^ printed on the school wall, thus : 1, 2| 3^ 4| 5^ 6« Si The monitor calls his boys to muster..,, the class go out of the seats in due order.... go round the school-room; and, in going, each boy stops, and ranges himself against the wall, under that number which belongs to his name in the ckss list. By this means, the absentees are pointed out at once.. .•every boy who is absent will leav^e a number va* cant. The monitor of the class then passes silently round the school-room, and writes on the statu the numbers which are vacant. Take a specimen of six boys, mustered according to the foregoing l^st: X. ^* tj p *p» O. \jf Jones. Trimmer. Plymly. - ■ * The boys, Jones, Trimmer, ^nd Plymly, are supposed to be present.,.. they are ar^ ranged under their numbers. The boys, Brown, Daubeny, and Bowles, are absent.... their numbers 3, 4, 6, are vacant. In taking the account of absentees, the monitor writes the numbers 3, 4, 6, on his slate; and the same as to any liuitibers vacant by ab*^ sentees, in the whole class, He then makes a list of absentees, by referring to narncs in the class list. This list he gives to a moni^ tor, whose business it is to see that the ab^ genteci^ are inquired after, 52 Monitor of absentees. The monitor of absentees has under hi»^ charge an alphabetical list of the whole school : he refers to this list..*.and there he finds the name, dwelling, and parent's trade of each boy who is absent. He writes a list jof absentees; this list is given to the mas* ter, who directs needful enquiry to be mad^ in all cases that require it. The report of the monitor of absentees stands thus; Eighth class. DAY OF THE MONTH. ABSENTEES. INQUIRERS. REPORT. Brow2i. Jon^s. Wanted by "^ his parents. Daubeny. Trimmer. . Truant. jBowles^ Plymly. Gone to Holland. In case of truants being repOTted, when they are brought to school, either by their friends, or by a number of boys sent on purpose to bring them, the monitor of absentees ties a large card round his neck, lettered in capital fetters. Truant; and he is then tied to a post in the school-room. S3 When a boy repeats the fault many times, or is incorrigible, he is sometimes tied up in a blanket, and left to sleep at night on the floor, in the school-house. When boys are frequently in the habit of playing truant, we may conclude that tiiey have formed some bad connections ; and, that nothing but keeping them apart can effect a ]reform. When bad habits and connections are once formed in youth, they often become an easy prey to various temptations,. in spite of all their good resolutions to the contrary. MINOR GLASSES. In the smaller classes of readers, it is well to subdivide the boys into tw^aties.,..the children being mostly young, learn to dis- tinguish such numbers with greater facility : it is oil this account that the minor classes master in twenties. One series of numbers on the school-room walls, serves for all the classes in the school to muster at. in succes- sion. The time taken by a class of a hun- cked and twenty boys to muster in, is seldom so much as ten minutes. The numbers at- tached to boys* nam^s in the class list are all estimated alike* These numbers are never changed by precedence and improvement 54 in leafniag. They remain fixed, for the sake of order ; and have not the slightest conn^- tiori with the system of rewards and en^ couragement adopts in the schooU INSPECTION. According to the first chapter of " Ar. ranging a School into Classes," boys should be classed acccording to their proficiency, on their admission into school. No other lessons should be taught to each class thaa thos^ appointed for it. Pupils should b^ removed from one class tp another, as soon as they are proficient in all the lessons <3f the class to which they belong. Tnugt^ | boy in the A, B, C, having learnt to dlstifbe gui^h all his letters, is proficient ii> ^"^ " dass, and he should be removed bi and so on. As the scholars are ail arra in different cla^sei, ngtany of them wiU ft make a proficiency by these expedifli mpdes of teaching; and, as tljey c learn more than what is appointed fo^ class.... cannot remove themselves,,.*nw4 their monitor remove them^,.,they ipu^t main where they are* ^losing time, and ing no progress, unless the system dP: spection I am abput to describe, pr^^ \ w. 55 the eVil. A monitof is appointed as inspec- tor-genetal' of reading: he keeps a list of every class of reading in the school. When- ever a new- scholar enters, another monitor, whose business it is, examines what pro- gress in learning the pupil has made^ and appoints him to a class according. The first duty of the inspector of reading, is, to see that each scholar^s name is duly entered on the list of the class to which he is sent on commencing school. This is a matter of consequence. If any omission be made in the entry of each boy's name, it is possi- ble, the insp^ection may be conducted well, sind yet the boy whose name is omitted, be passed by ; and, whatever his previous im- ^fovement may be, he must remain sta- fionary. Tlie monitor of each class keeps a list thtfeof. It is ali&o his duty to see the in- spection conducted so that no boy in his -dbr^^ fe passed by. The inspector of fead- ffig keeps a list of every class of reading in tlie schbol; and, when his lists are correct, ife^J^roceeds to duty, but not before. He li^gins his inspection by desiring the moni* tibr qf the first class to fcfing up six boys, ^cording to the list. He then compares ^eit names with his own list, and examines l^efn, to see if they can tell all their letters, and make ttiem in the sand; if so, thiey at ^ B6 fit tot the next class, and the inspected orders them to be removed accordingly. Then, he proceeds with every other class in the same way; and when he has examined the whole he begins anew. Thus, by dili- gence and attention on his part, some hun- dreds may be examined in a few days. When a boy is removed from one class to another, he has permission to choose a prize, of a stated value, for himself, as a reward for his dUigence ; and the monitor is entitled to one of the same value, for his care in im- proving his scholars. The date of examina^ tion, class removed to, prize chosen, &c. are all entered in a book at the time of in- spection. It is no unusual thing with me to deliver one or two hundred prizes at the same tim^; At siich times, the countenances of the whole school exhibit a most pleasing scene of delight: as the boys who obtain prizes commonly walk round the school in proces- sion, holding their prizes in their hands, and a boy proclaiming before them, ** These good boys have obtained prizes for going into another class.'^ The honor of this has an effect as powerful, if not more so, than the prizes themselves. The duty df inspec- tion may be first done by the monitors ap- pointed by the master, but should be done by himself afterwards. 57 The mode of inspection applies to the arithmetic classes, and every branch of in- struction taught on this system, with such variations as the nature of each particAilar branch requires, and which the description of each will show. EMULATION AND REWARDS, In spelling by writing on the slate ^ the performances of the scholars are inspected, sometimes by the monitor of their class, often by an inspecting monitor, and occa- sionally by the master. Printing in the sand is inspected in the same manner as in the new method of teaching arithmetic. Every boy is placed next to one who can do as well or better than himself; his business is to excel him, in which case he takes precedence of him. In reading, every reading division have the numbers, 1, 2, 3, Sec. to 8, suspended from their buttons. If the boy who wears^num- ber 8, excels the boy who wears number 7, he takes his place and number; in exchange for which the other goes down to the place and number 8; Thus, the boy who is number 8 at the beginning of the lesson, may be number 1 at the conclusion of it, G 2 58 and viceviersa. The boy who is number I, has also a single leather ticket, lettered va- riously, as, " Merit,'* " Merit in reading,^' '• Merit in spelling,'* ^* Merit in writing,'* 8cc. this badge of honor he alsa forfeits, if ^he loses his place by suffering another to excel him. He has also a picture pasted on pasteboard, and suspended to his breast; this he forfeits to anyone who can excel liim. The boys are usually much delighted with this, and it raises great emulation to obtain it, as it is seen at home. Whoever is in the first place at the conclusion of the lesson, delivers the ticket and picture to a monitor appointed for that purpose. The honor of Avearing the tickets and numbers, as marks of precedency, is all the reward attached to them; but the picture which has been worn entitles the bearer to receive another, picture in exchange for it, which becomes his own. This prize is much va- lued by the younger boys, and regarded by all. Pictures and prize lessons can be a fund of entertainment and instruction, com- bined with infinite variety. When a boy has a waggon, a whip-top, or ball, one thing of the kind satisfies him till it is worn omX; but he may have a continual variety of pic- tures and prize lessons, and receive instruc- tion as well as pleasure from every prize. The advantage of some prints, as rewards S9 for children, is their cheapness, and others, tiieir utility. Many such prints can be cut into four or six parts. Every part will be a complete subject itself, and fit for a prize ; thus, kss than a shilling per day will afford prizes, morning and afternoon, for a hun- dred and twenty children or more^ and raise emulation among the whole school. I hope all ladies, who are patronesses of schools, will adopt these articles for prizes. The prize lessons consist of selections ^f poetry, short stories, &c. in prose and verse, admit of great variety, command much at- tention, and excite an interest in parents as well as children, highly calculated to im- prove both ; they are printed and sold at the Free School, Borough Road. Tickets for Rewards^. By the foregoing observations, it will ap- pear, that emulation and reward are closely united with continual inspection and appli- cation to learning. Another method of re- warding deserving boys, is, by paper tickets, which are numbered one, two, three, &c. They are given to such boys as distinguish themselves in writing with the pen ; which is done about four times a week, by part of the school only, in order to accustom them a little to the pen. Each number is to be ea . obtained several times, before Jbe bearet CMi obtain the prize appropriated to it; as, ' • : ^ . , . , Number 1, three times, to receive | d. 2, six times, . ... Id. 3 i eight times, . . .2d. 4, nii)e tim^ss, .... 3d. 5, twelve times, .. . . 6d. Every time a ticket is obtained, it is booked by a monitor, whose office it is to record tickets, prizes, &c. The tickets, are given, according to the evident and various degree of pains the scholar may have taken with his performance. They are given by the monitor, or teacher, who inspects the written copies, according to his judgment of the performances submitted to his inspec- tion. It requires some discretion in the master to choose a lad for this office, whose eye is capable of at once discriminating be- tween one performance and another y and of discerning where ejcertions have been made by the learner to improve. In . small insti- tutions, the master may perform this office i in large ones, he can only do it occasionally. I have several lads who^are capable of this office, and perform it well. The best way to qualify a boy for such a duty is, to ac- custom him to inspect and compare the performances of boys in writing on the slatCj) 61 ene with another 5 he may decide impr(^)cr^ ly in some instances, at first, but practice will soon make him perfect in discriminating - and deciding; and then he will be found a very useful auxiliary in a school. It is as easy to form a number of boys, as one or two, on this plan; and they may be qualifi- ed sooner than usual, if required, provided the master renews the same inspection and decision in their presence, after they haX£L_ done; and shows them every prominent case in which they may have decided wrong, and why they have done so. When boys have obtained their tickets for writing "the stipulated number of times, they are per- mitted to choose any prize of value appro- priated to the number on their tickets; and there is a choice variety of prizes, consist- ing of toys, bats, balls, kites, &c. but the books with the prints or pictures, and the prize lessons, are more in request' among the children, and generally more utseful than any other prizes* I believe the emulation I have described, as united with my method of teaching, will be found most useful as a stimulus to the exertions of those scholars who possess ^no more than common abilities ; indeed, it is for this class pf learners, who, in general^ give the most trouble, that such methods of teaching and encouragement are most 6S2 toanting. The drudgery of the teachers is always greater or less, in proportion to the quickness or dullness of their scholars ; but, in these modes of teaching, all must exert themselves according to their abilities, or be idle. If they exert themselves as well as they can, they will improve accordingly; if they are idle, it is immediately detected, and as rapidly punished : of the method of „dx»llg^ which 1 shall treat presently. Order bf Merit. Another method of encouraging deserving youth, who distinguish themselves by their attention to study, is equally honorable but less expensive. I hav^ established in my institution an orde? of merit. Every mem- ber c^this order is distinguished by a silver medal, suspended from his neck by a plated chain. No boys ^e admitted to this order, but those who distinguish themselves by proficiency in their own studies, or in the improvement of others, and for their en- deavors to check vice. The honor of the medal is a reward, the forfeiture of it, in case of repeated niisconduct, is a punish- ment. 63 PRIZE TICKETS. Another method of rewards for those boys who are first in their classes, in addi* tion to their badge of merit, is a similar badge, lettered "Prize, value two-pence,'* ^* Prize, value three-pence," " Prize, value six-pence," &c. The boy who continues first in his> class, for three or four suQces- sive times, is entitled to the prize lettered on the ticket he has worn. If any boy ex^ eels him, he forfeit3.his ticket and place in the division. Th€ boy who obtains the ticket once^ must retain it thre^ or four times successively; if he once forfeits his place and Jicket, he forfeits his chance o£ tj\e prize, although he may have obtained it thr^e time? out of the four. These prizes are very much limited to the arithmetical .classes.. . Commcndatortf Lettersj, It frequently happens, that boys distin- guish themselves iixuch in their learning at school; and occasional letters sent by^ the ma3|;er to their parents, to inform them <^ ibis, is encouragement for the child to con- /invp a regular attendance at school. 64 Emulation between Classes^ It is a common practice for one class to -try to excel another. The highest class as to proficiency in learning, occupies the most honorable place in the school; a place no otherwise distinguished from the rest, than that it is the customary seat of that class. When an inferior class excels a su- perior j the superior class quits its station, and goes down to the s^ats of the inferion When this happens, the superior class find- ing itself excelled, and not liking the dis,- grace, usually works very hard to regain^its former seat. These contest^ are decided ^ l>y writing on the slate, or in-a book. The performance of every boy in an uiferior class is compared impartially with that of a boy in the superior. The ^umpire decides which is the best of the two. On which side the decision is given, a ^^mber 1 is minuted down, on a slate, in favot* of that class ; then the iUiTvpirc, or monitor, appointed to decide, proceeds, making comparisons between two boys of each class, till both classes are en- tirely examined. When the examination, which may be compared with poUing^ at elections, is finished, the number of ones in favor of -each class is cast up, an^ the con- test decided in favor of that class which has -the majority* The industry and exertion jlj 65 creates is Surprising; and the exultation which takes place among the boys, when they find the majority in favor of their own class, as well as the manner in which the monitors spur on their classes, by reproaches, when boys are remiss, and by commenda- tions, when Aey strive to excel, affords much pleasure. When a contest of this kind occurs, which frequently happens, the whole school, and above all, the monitors of the classes, are so interested, that, if per- mitted, they would attend to no other busi- * ness, while the decision is carrying on. The contest is speedily terminated; mostly in less than ten minutes. A striking advantage accrues from this emulation: each monitor and scholar is interested in such a degree, in the contest, that he exerts his abilities ; and, having once discovered what they are able to do, the master knows what to re- quire of them to do in future, according ta the specimen they have shown of their abilities. It is a contest much in the nature and spirit common in elections, but without its rancor qr bitterness, and directed without excess, in a peaceful way, to a very ti:seful purpose.* , "^ * REMARKABLE INSTANCE OF EMXJLATiaN. I had two boys in my school, remarkable for hard- ,ness of disposition: they were in two different classes. With no other design than thetimprovement H 66 OJ Offences and Complaints. . _ The chief offences committed by youth at school, arise frpm the liveliness of their active dispositions. Few youth do amiss for the sake of doing so; youth naturally seek whatever is pleasant to them with avidity: and, I have found, from ample ex- perience, that they do so with learning, when innocent pleasure and emulation is associated with it. If any misconduct should of two claases, by raising a spirit of emulation among them, I betted, with one of my s^nibordinate monitors, a shilling against an old rusty nail, |:hat another claa§ would excel in writing on the slate, that in which he taught. In case it did, the old rusty nail was to be mine ; if not, the shilling was to be his : the oddity of the thing tickled the fancy of the boys, and served as well fot the bone of contention as any thing else. Both classes were disposed to exert all their powers on the occasion, determined not to be excelled. I lost the wager in the sequel ; but if it had been fifty times the value, it could not have had a better e£Rect than it had. The truants I have been mentioning* were in the two contending classes. The interest they took in the honor of their classes was so great, that instead of playing truant, they came to school to aid their companions in securing the honor, which was more than the prize. They became pleased with school ; and, above all, the almost incorrigible boy became reformed, and one of. the' best proficients in learning in the whole school ; and for two years after, while he remained with me, no^more was heard of his playing trpant» 67 be punished by severity, vice, profdnenessy and immorality are the chief subjects; and, I am convinced, that correction is not al-' ways indispensable even in those cases ; having known many a sensible boy reformed , without, and that from practices as bad as any that usually occur in schools. Chief faulfs that occur in schools. That children should idle away their time, or talk in school, is very improper. . . .they cannot talk and learn at the same time. In every school, talking should be considered a great offence; and with dii^ care, it oc- curs very seldom. ♦ The rule and order by which monitors make complaints, • _ ' ' -i * The monitor should have a continual eye over every one in the class under his care, and notice when a boy is loitering away his tittle in talking and idleness. Having thus seen, he is bound in duty to lodge an accu- sation against him for misdemeanor. In or- der to do this silently y he has a number of printed cards with different charges : as, ** I have seen this boy idle," *' I have seen this boy talking," &c. &c. This rule applies to every class, and each card has the name of 68 the particular class it belong* to, written on it. On showing a printed card as above, belonging to the first or sixth, or any other reading class, it is immediately known who is the monitor making the complaint, and what is the fault complained of. This card is given to the defaulter, and he is required to present it at the head of the school....a regulation that must be complied with. INSTRUMENTS AND MODES OF PUNISHMENT. i On a repeated or Jrequent offence^ aftar admonition has failed, the lad to whom m offender presents the card, places a wooden log round his neck, which serves as a piUo.- ry, and with this he is sent to his seat. This log may weigh from four to six pounds, some more and some less. The neck iis not pinched or closely confinedu..it is chiefly burthensome by the mannerin which it in- cumbers the neck, when the delinquent turns to the right or left. While it rests on his shoulders, the equilibrium is preserved; but on the least motion one way or the other, it is lost, and the log operates as a dead weight. Thus he is confined to sit m his, proper position^ and go on with his work. _ «9 Of Shackles. When logs are anavailing, it is common to fasten the legs of offenders together with wooden shackles; one or more, according to the offence. The shackle is a pipossessed of so much simplicity, the new modes of instruction, valuable as they are in themselves, would be inefficient : and to place boys in stations where they have generally or partially to perform the duties of ushers with this routine of obedience, this principle of order would be utterly in vain; and the attempt to promote learn- ing without the principle of order, would be like the efforts of the eastern nations 84 at the famous building of old, when Nim- rod, in the despotism and pride with which he built the Tower ofSabel^ only succeeded in producing confusion, and thereby, found- ed the first empire of ignorance. Paper of commands on coming out ta show writing. Out. Front. Look (to the right or left, by a motion made with the hand by the com- manding monitor.) Take up slates. Show slates. (Here the monitor inspects.) Left hand slates. Right hand slates. Single. (In a line.) Double. Step forward. Step backwiird. Go. Show slates, to the mas- ter, or inspecting monitor. -On returning to the class. Look; Go. Show slates. Lay down slates. In. -^ On going home. Out. Unsling hats. Pat on hats. Go. 85 MONITORS. Of Mongers who (each, and the qualifications requisite for that duty^ and mode of ascer- taining those qualifications* On this head, the duty of the superin- tendant, or master, will be, to ascertain that each monitor is^ fully competent to teach the lessons of the class he is appointed to. This certainty can be obtained only by actually examining the intended monitor ii> the les- sons he will be required to teach. The xi^ster must never appoint a new monitor without such examination. I have known some persons who pretend to teach on my plan, appoint a boy as a monitor, merely because they judged him to be a good i^eader: no master should appoint monitors #4)y guess, when an actual certainty is in his power: but tliis cannot be attained without an examination, suid progressive series of lessons on my plan adapted to the mode of tuition. The necessity for such examination of the minor classes is more urgent, as in the, minor lessons, the sounds of letters often vary from soft to hard, and a number lof words admit of different meanings, and are 66 consequently pronounced different ways. A pupil may read well in general, and yet, either not know, or may forget, after some time, such local variations. If then, he is not carefully examined by the superintend- ant, he will teach some words improperly. As it respects arithmetic, the superin- tendant should ascertain, by individual ex- amination, whether the pupil he selects as a .monitor, is proficient in the mode of teach- ing each particular sum or lesson appointed to be taught to his class. The. momVor^ of reading and spelling should not only be able^ as scholars, to understand and perform the lessons they are appointed to teach,' but be instructed^ under the inspection of the su- perintendant, in the mode of teaching, and any locality which may be attached t0 par- ticular lessons. It should be considered, that monitors on the new plan, are of two descriptions, some for tuitiony and others for orefer.- duties? which, as before shown, are in some in- stances, wholly distinct from each other. To these, we must add a third descrip- tion, who are called Inspecting Monitors. Of these, even in a very large school, but few are requisite. Monitors of ^very kind are sometimes statedy and sometimes occmonaL 6t Monitors are stated, when they arc ap- pointed to attend the regular duties of the school, in tuition, order, or inspection. Monitors are occasional, when acting as substitutes for regular monitors, whom ill health, or any other cause, may detain from school. Rules for appointing Monitors of Tuition. • First, the monitors appointed must under- stand, and be quite perfect in the lessons they are to teach, as to good reading and spelling. Secondly, they must understand the mode of teaching. Thirdly, in the first five classes, monitor^ may be appointed from the next, superior class, to teach the one immediately below it. Thus the second, or two-letter class, will furnish monitors who may teach the first, or alphabet ^lass^; the third will sup- ply monitors for the second ; the fourth for t^e third, and the fifth for the fourth: the sixth class will supply a choice of monitors for the fifth, for itself, and for the order of the school. Under the seventh class, each dass will supply boys to teach the class be-^ low it; this will ground the monitors in the lessons they- have themselves last learned, by the act of teaching them. From the »a sixth class upwards, the classes will supply boys to act as ' monitors, and teach them- selves; the teachers of the sixth, seventh,^ and eighth Classes, niay be chosen out of the said classes, as any boy who can read can teach; the art of tuition, in those classes, depending only on the knowledge of reading and writing. The system of in- spection of progress in learning, as it re- spects the scholar, is only on his part men- tal ; neither inspection nor the mode of in- struction require any other qualification, on the part of the teacher, than the mere art of reading and writing, united with orderly behavior. Of Monitors^ Tickets^ Supertntendants^ ListSy and the office of Monitor General. Every monitor should wear in school, a printed or leather ticket, gilt, and lettered thus: Monitor of the first class.... Reading Monitor of the second class.... Monitor of the third class, with variations for arithmetic, reading, spelling, &c» • Each of these tickets to be numbered. A row of nails, with numbers on the wall, marking the place of each ticket, t© be placed in every school-room ; the nail num- bered 1, being the place for the ticket No. 1. When school begins, the monitors are \ 89 to be called to take their tickets; every- ticket left on a nail, will shew a regular monitor absent^ when an occasional monitor must of course be chosen. ^ One monitor of order, to be appointed by the master, to see what monitors are absent daily, and to appoint others in their place for the occasion; this, in a large school, will be found a great relief to the master. As nothing should in any case be left to the monitor, the superintendant should in the first instance appoint every stated moni- tor himself; he should then examine the school, to find a number of boys fit to be occasional monitors; of these, he should make two lists, one for himself, and one for the lad appointed as monitor- general, and from that list substitutes are to be appoint- ed. The monitor-generaPs office is merely to take an account oj monitors present and absent, and to appoint substitutes from the superintendant's list of boys fit for the dif- ferent offices of monitors. Of the Duties of Monitors. In large schools, on the old plan of edu- cation, the burthen of the master's duty in- creases in a great degree, with the .increase of numbers, till it becomes insupportable* On the new plan, the burthen increases in a K 90 Irery small degree in comparison of the number, and admits of dividing the master's labor among many, which would otherwise . rest only on himself. Some classes in a school will occasionally be extinct^ in con- sequence of the improA'cment of the scholars. If all the children who are in the alphabet class, improve so as to be removed to the second, the alphabet class must be extinct, unless fresh scholars are admitted. The ' same, if all the boys in the subtraction class become masters of that rule, they must be removed to another class, and there will be no subtraction class in the school, until more boys are admitted, or are brought forward from an inferior class. Where children continue at school for some time, aiid no new scholars are admitted, it appears possible the whole of the minor classics may become extinct, and not be revived till an admission of new scholars. In a very large school, more monitors are wanted than in a smaller one : the system remains the same, only the number of agents for effecting it is greater. In a small school, some duties may be done by the master, because they relate to a few pupils or hionitors, and are immediatelv under his own eye. In a small school of one hundred children, no monitor-general will be needed, as fr^m^ the fewness of the monitors, that A 91 duty may be performed by the master; but in a large- school, it becomes an alleviation of the master's labor, to appoint such a monitor/. All the monitors should have a written or printed paper of their ^^DutieSj^^ which they should particularly study ^ and repeat once a week. Those duties, which are the same in all schools, and which apply generally to .the mode of teaching, may be had printed^ as see the Appendix^ containing a list of things wanting in the outfit of a new schooL These deities, each monitor should paste in the books belonging to his class. The larger series of papers on the duties of monitors, should be read for a class lesson by all boys selected as regular or auxiliary monitors, in order to prepare them, by a knowledge of their duty, for the proper dis- charge of it. . Assistant Monitors are only needful when a class is more than twenty or twenty-five^ then the monitor should be relieved from continual attention to his class, to give him time for his studies; but the class must by no means be divided between two equal monitors, both acting at the same time. # 92 OBSERVATIONS FOR MASTERS. An error common among teachers. There is one error teachers are too gene- rally apt to fall into, that of giving com- mands themselves, either calling aloud for order J or silence among their scholars. If one general rule is abided by on this head, it will prove, that the less a master^s voice is heard among his scholars, the more he will be obeyed. The noise of a school is gene- rally in proportion to the noise a master makes in it himself. The punishment of ^he scholars, and the fatigue of the master, are nearly in like proportion. The master should be a silent by-stander and inspector. What a master says, should be done ; but if he teaches on this system^ he will find the authority is not personal, that when the pupils, as well as the school- master, understand how to act and learn on this system, the system, not the master's vague, discretionary, uncertain judgment, will be in practice. A command will be obeyed by any boy, because it is a command, and the whole school wHl obey the common, known commands of the school, from being merely known as such, let who will give 93 them. * In a common school, the authority of the master is personal, and the rod is his sceptre. His absence is the immediate sig- nal for confusion and riot ; and in his ab- sence his assistants will rarely be minded. But in a school properly regulated, and con- ducted on my plan, when the master leaves school, the business will go on as well in his absence as in his presence, because the au- thority is not personal. This mode of in- suring obedience is a novelty in the history <^ education. H K 2 *•*; t' r - rii.* / s APPENDIX. <:^:< SCHOOL. ROOMS AND SCHOOL FURNITURE. Of4he arrangement of lessons for classes. On my new system of education, there is a series of kssons to be pasted on boards, adapted to each class, as the classes rise above each other progressively. These les- sons being regularly numbered, should be placed on the school- walls, on nails, num- bered in like manner. The card lesson. No, 1, (for the second or any other class) to be placed on the nail No. 1 ; No. 2 on the nail No. 2, &c. Each series of lessons to be placed by itself. Each class to study only that series of lessons adapted to it : this rule must be invariably attended to, or the classes which are learning, will be particu- larly liable to confusion. When pupils are removed from one class to another, it is then only they may enter on a new seriei? of lessons. J- 96 Arrangement of Slates. Instead of hanging the slates to nails on the wall, every boy has a slate numbered according to his number in the class, and fastened to a nail on the desk at which he sits. By this means all going in and out for slates is avoided^ But, if slates are sus- pended to nails on the walls, the class must go from their seats to fetch them, and the same to replace them when they have done work. When boys write in a book, (which is : that every boy who is a candidate for the use of books in the library, must obtain a given number of tickets, as a reward of merit, be- fore he can be admitted : that he must after- wards obtain a ticket, equivalent to a given number of tickets, weekly, to entitle him to books according to their value, the books of the highest value requiring most tickets- tb obtain the use of them: only one book to be lent at a time to any pupil : never to be kept without leave longer than one week: to be kept clean, on pain of forfeiting the privilege of being in the library: in ease of any book being negligent li/ lost or destroy- -ed, the value to be paid by the child's pa- fcnts, or the pupil to forfeit his stock of tickets and prizes due at the time of the loss. In the distribution of rewards, one important principle should never be lost sight of., •.bestowing them in^uch a manner, asy at the least possible expense, will call forth the utmost exertions of the pupils to obtain them, by impro^dng every moment of their time at school, and by using the most strenuous efforts for their own im- provement. In proportion as boys have an active interest in their i^tudies, their happi- ness will be increased at school ; and thfese principles have been proved to have a most \ 104 beneficial effect on the higher classes of ti>e children in school, at a moderate expense. It is not many years since children's books, in general, were of the worst de- scription, with very few exceptions. Of late years they have been much improved: 'Darton and Harvey, and Sir Richard Phillips, have both rendered considerable services to the public, in printing books for cluldren and young people. Sir Richard Phillips visited the Royal Free School, in the Borough, and seeing the school circulating library, very handsomely made a valuable present of books to it, for which I return my grateful and public acknov^ledgements, on behalf of the bo;^s, who were highly de- lighted to have an addition to their stock of books, made in so handsome a manner. ^ 1 have not at present leisure to give any thing like an idea of what a complete school cir- culating library should be, without doing injustice to Jinany publications I have not yet seen; but I hope, ere long, to be able to review most of the publications for schools, and to be able to recommend tho^ which appear to be the most useful ; and from the great knowledge of the dispositions of young persons in early life which the author's experience qualifies him to mak^ use of, he hopes to be able to point out a selection of books, free from intolerance and ^ 105 ^ « • bigotry, and adapted to the youthful mind ; a selection of books that will contain what an advocate of' ignorance would not wish, but which will not be unproductive of real pleasure to the friends of humanity, of edu- cation and knowledge. As a religious book for a circulating library,! recommend jBwAop ' GastrePs Institutes : they have this excel- lence; they are Scripture! which in con- formity to the sixth article of the church of- England, he believes are able to make us wise unto salvation : but this liberal bishop was not like a modern pretended (Bath) di- vine, who has not scrupled to say, that ^' merely admitting the Bible as the Basts (i. €. foundation) of religious opinion, is to adlnit definitively nothing P^ Martinefs Catechism of Nature; a most excellent little book, concise, well written, full of pious observations, and the quota- tions from Scripture aptly introduced to ex- press the wonder, love, and adoration of the Great IamthatIam, which is often pro- duced in the feeling mind, by contemplating the glory of the Creator displayed in the wonders of creation. For senior boys^ The Juvenile Library^ published by Sir Richard Phillips in 1800, contains good instructive matter, and js highly calculated to stimulate youth to improve in learping, by the good Example of others. The interest children ' . - .L 2 106 \v generally take in the society of those of their ovra age, is such, that every thing in print, which is like a picture of themselves, and the society they associate with, will be interesting. For the same class of boys, The Picture of London (published by &r Richard Phillips) is an interesting work. It is hoped he will produce a publication for boys which will not be an annual work^ like the present, but till that is done, this will be found a good substitute. Taiflor on DogSy published by Darton and Haryey, b a book most excellently adapted to youth, and both the author and publishers merit the thanks of every parent and friend of youth. It is an instructive work, and com- bines amusement with information ; it in- culcates that kind treatment of animals, which every humane mind will rejoice to see become more general. This valuably book is sought after with avidity by all tiie pupils in the circulating library, Borough Road. Books like this, sacred to humanity, will always be received with pleasure, and read with delight, by children, and by the friends of young people as well as them- selves. This little work is fitted for persons of every age, from eight or "nine, to fifty years of age. It is chiefly a collection of , matter of facts. But the honey dew of pure benevolence is largely shed over them all. 107 The Wonders of the Horse ^ by the same author, is a similar and excellent publica- tion. The Grammar of Geography y (by Sir Richard Phillips,) is another excellent little book : it is multum in parvoy and con* stituted better for a school book than a library, but excellent for both. The Vo- cabulary of Proper Names at the end of it, with the pronunciation occasionally attach> cd, is a very useful addition to it. A cor- rect vocabulary on a larger scale, but on the same principle, will be a desideratum. It is with pleasure 1 turn to the publications of the amiable and benevolent Priscilla Wake- field: "all her works, indeed, are sterling;** the intelligence and good, sense which mark their real worth, while they bespeak the dignity of her mind, present a powerful con- trast to the narrowness of soul which dis- tinguishes one of her contemporary Writers, who ** flames away in the van of some bookseller's shop,*' and whose jealousy that her six-penny sales shall be injured by the excellent publications of others, makes her cry, " the church is in danger!" when in reality it is only her half-penny, penny, and six-penny book -making craft that is in dan- ger. Compared with such inhabitants of the Land of Narrow Souls as these, Priscil- la Wakefield shines by the power of con- trast. Her Juvenile Travellers^ her Family 108 Tour in the British Empire; her Excursiom in Notth America; with other works I have not time at present more than to glance my eye over, .command the gratitude of those who are friends of riph and poor. Mental Improvement^ two volumes, and Ju- venile Anecdotes^ two volumes, are publican tions of hers, worthy a place in every libra-i ry, and in every family. The pious Lindley Murray's Power of Religion on the Mindj and Elizabeth Andrew's Beauties of Sturm^s Mefieetions on the Works of God, are both well known and highly useful. May that usefulness become universal, and may their authors and compilers . have long to reflect with pleasure on the useful application of their talents, being productive of much good. The Grammar of History^ an excellent publication hjy Sir Richard Phillips, has an essay on artificial memory, and a most use- ful vbcabulary attached; the excellences of this little publication, are of the same na- ture as the Grammar of Geography before noticed, and equally appropriate to its re- spective object. The Book of Trades, or Library of Useful Arts, is another book worthy of a place in any school library. The History of Discoveries and Inventions, The JVonders of the Microscope, and The Wonders of the Telescope, are both excellent 109 publications. The best proof 6f their being well written, is, that they are eagerly sought after, and readily understood. The British JSTepoSy by Mavor, The Naval Plutarch, The British Neptune, by Dr. Bumey, are aljl books, which once brought into a library, may be considered as capital, invested in a stock of rewards, which do good among the scholars in a ratio similar to that of com- pound interest. I do not mean, by the few books that I have instanced, to say, that I have at all been able to do that full justice I wish, in giving my humble tribute to the merit of their authors, and to recommend the sale of useful publications ; I owe much to the particular circumstance of Sir Richard Phillips's generosity in bestowing a great number of his valuable books on the school library, and from my immediate connection with my friends Dartori and Harvey^ the first publishers of my work on Education. The collection of books we have, is chiefly composed of their publications; I have, therefore, had a much greater opportunity of investigating their merits than any others. But I hope speedily to form my school li- brary on a much larger scale, and in so do- ing, I shall have an opportunity of examin- ing every book that b admitted into it, as I have always done hitherto. As I intend to make my remarks at the time of inspecting 110 them, and to examine their effect on those who peruse them, I shall have an opportu- nity afforded, on the ground of facjt, to re- commend, in a treatise to be published ex- pressly on books for children, those which I find to have the best effects, with the fewest of those errors which are the lot of human infirmity, and of which the wisest and best among men are too sensible to de- sire to claim an exemption from weakness intermixed with the radix j^nd nature of our being. FEMALE EDUCATION. i«Mi The reader is respectfully informed, that the Royal Free School for Girls^ Borojiigh Road, contains near tvw hundred girls, ^and needs nothing but public subscriptions to extend it to Jive hundred girlsy under the care oione mistress. This has afforded op- portunity to bring to perfection, by various experiments, a new plan of instruction in needle- work, which enables girls to instruct each other, acting as monitors ; and simpli- fies the plan of tuition in needle- work as much as the modes of instruction in read- ing, writing. Sec, (detailed in the preceding parts of this Epitome) simplify the means of imparting useful knowledge. It is ati easy thing to m^ke children the instructors of others; niany have long done so; but to bring down the object of instruction to a tevel with the capacity of the juvenile teachers, is a more important concern; and without it, mere agency will often be worse than mere nonsense. The consequence of these plarts, successfully applied to needle- work, has been J that any child map be mad& 112 capable of communicating instruction as well as the governess of a school herself. That the female superintendant of a school may as easily oversee the work as the tui- tion of three hundred children ; that mate- rials for work will be always at command ut a very small expense, not exceeding two shillings each child for twelve months, when nine years of age, and that this is not mere- ly a solitary instance of great local good, but a benefaction, as far as example goes, by the introduction of a new and useful jdan of female instruction to all the schools in the empire, in which it may be adopted. This undertaking has been entered into, and completed; and as there is not any per- son in the country yet acquainted with this plan^ it is time, for the general good, that it was extensively made known. Acbording- ly a publication is at press which will an- swer this purpose- Mary Lancaster ^ the sister of the author of the British System of Education for Boys, superintends the Insti- tutiqn for training school mistresses \n the knowledge of this plan, to which the gover- ness oi "^^ girls' school gives every facility in her power. It was soon seen, in the earliest stages of the institution, that the plan for teaching reading, writing, and arithmetic, was as applicable to girk as boys„,,one mistress lis could teach two hundred girls ; but a dif- ficulty arose as to needle-work, which in the end has been finally adapted to the same principles as form the basis of the system of instruction in useful learning. This was a work of labor and difficulty, but has now been completely accomplished. What is more remarkable, it is as appli- cable to instruction in cutting out garments, that essential part of female education, as it is to sewing, or any other kind of needle- work. It not only furnishes the means of instruction, but it also furnishes the mate- rial to be made use of in learning, at an ex- pense next to nothing, and in the power of every body to obtain. M EXPLANATION OF THE PLATES. No. 1. The parallelogram at the head of the school, represents the platform, on which the master's desk is placed. The numbers represent the classes of children as seated in the order of their pro- ficiency in learning. The surface of the form and desks arc 'represented in the plan as nearly filled with boys, occupied in writing on their slates: ibe boys are represented at the desks. There is a dot at the front of each desk in every class, intended to represent the monitor of the class, whose business is to move up and down the desks, and examine the performance and progress of the boys in writing on their slates. Places for boys when going out to read. The spaces marked 'thus ( ) repre- sent places where boys stand in drafts, with each draft under its respective monitor^ 116 when goiitg out of their scats to read. There are eight of these drafts, one from each class. In every class a vacancy is left at the desks, where there are no dots, re- presenting the vacant space left unoccupied by boys who are gone out to reading, &c. On the other side of the schooUroom are represented blank semi-circles, which are reading stations, where boys stand when reading. The blank spaces thus, ( ) reprc- sent the place where, on the ringing of a bell, the boys return from their reading stations, and form into single file, in which order they return round the school-room, going into their respective classes, and fill up every seat. These movements diversify, the scene of school duties; and while they inspire the children with energy, by the- activity they create, add liveliness to the scene, and contribute to the health as well as the happiness of the children, who are never confined for two or three hours toge- ther to one seat. i The passages round the schooUroom, and- between every form, and the desk behind it, contribute greatly to the order and activity of the school. 117 No. 2, Is the same as number 1. onlv that the boys are represented standing at their read- ing stations. No. 3, Is a representation of boys reading a les- son, on the plan of one book serving for a whole school. ' ' ^ The monitor with a- pointing stick, point- ing c^ut part of the same. No. 4, ' -r Is a representation of the boys at eight stations, generally called reading .stations; but equally applicable to reading, spelling, or arithmetic. • ^ ^ ' Here are fifty-six boys represented as reading at eight lessons, only worth about two-pence each, exclusive of the mill-board they are pasted on; when they are done, and returned to their seats to practice wri- ting on the slate, or to spell, by writing, or to write sentences from Scripture, another fifty -six may use the same lessons, and then another; so that above three hundred boys may read or spell at eight lessons, in a single morning, and have the full advantage m2 118 of three hundred books, costing as many shillings; a fair, but very low average for an expense of paper and printing, not ex- ceeding sixteen-pence. No. 5, (An error to be avoidedj Is a representation of the disorderly man- rier in which children are suffered to stand to learn their lessons at some schools, where my plan is partially adopted. Tlie reader is requested to contrast this with No. 4, and he will see the listlessness and inattention which is suffered to prevail by incompetent teachers. Here every eye seems turned from the lesson ; when in N9. 4, every eye is fixed upon it. In the back ground, are boys sitting with their books in the common manner of schools, each child having a book, and wearing and tearing the whole book, that he may have the use of only one lesson, and use that in a very careless manner. O © o :3 — , Class. W.L.S. • 09 a 6^ CO CO O 2 0!^ I CO CO o bo CO o S r' REPORT Of the Trustees of the Lancaster School^ at the general meeting of the Society held on the 23d January ult. r TO tAe LANCASTER SCHOOL SOCIETY OF GEORGETOWN. Gentlemen, The Board of Trustees appointed by you at the first annual meeting of this So- ciety, held in the last year, being directed by your rules to make an annual general report at this time " of the state of the funds, expenditures and receipts, the pro- gress and situation of the society, and all its concerns," beg leave, in compliance with this duty, to lay before you the follow- ing information in relation to these particu- lars. The trustees rejoice that they are enabled to do this in a way which shall afford you a just compensation for your beneficence, tiiiat they can offer to your views a result from your liberal designs,- far more satisfactory and delightful than their warmest expecta- tions had excited* 122 It is now one year since arrangements were commenced to carry into execution the object of this institution. The trustees were then without any resources but those ^ which your generosity had pledged to them, and those which the^ well known liberality of our citizens gave them reasons to ex- pect : they have had spme difficulties and inconveniences to oppose, but providence has blessed these means and their efforts with a success which demands all our gratitude. They trust that a plain, practi- cal, useful, and christian system of educa- cation, is now offered to all our citizens, better adapted and more desirable than any other, to all classes of society, equally bene- ficial to the wealthy, and accessible to the most indigent. The donations of our citizens have ena- bled the trustees to build a school-room, agreeably to the plan sent them by Mr. Lancaster, capable of containing upwards of three hundred and fifty scholars, and in the course of another year (judging from pre- sent appearances) they hope to have it in itheir power to tell you that it is filled. It was soon determined by the trustees, that they would use all means to avail themselves in the most perfect manner bf that mode ,of edacatk>n planned and execu- ted by Joseph Lancaster^ of England, a 123 discovery which cannot be contemplated by a feeling nfind without an overflowing thankfulness of heart, that God has vouch- safed to us in these evil times so di^tin- guished a proof that ** he hath not forgotten to be gracious," a discovery which places the name of Lancaster among his chosen instruments of mercy, ...which justifies the highest expectations that " the light which has come into the world" shall be every where diffused, that all men shall be brought to the knowledge of ^* the truth," and fitted by it for all the duties of this life, and all the glories of that which is to come. It is now no longer a matter of specula- tion and argument to ascertain whether the general diffusion of instruction promotes the peace and virtue of society. This dis- pute is at an end. The experiment has been made, the fact is proved. In the last Report of the Lancaster Society to the pa- trons of that institution, it is stated, that out of six thousand persons educated by him alone in one school, there has never yet oc- curred an instance of any one of thejcn being called before a court of justice on a crimin- al accusation. If this has been the effect of his system, among the poorer class who in- habit the suburbs of such a city as London (for of such it is to be presumed from its situation, was his school chiefly composed) 124 what may we not justly expect from the es- tablishment of similar schools (in certainly more favorable situations) in this country;? Here too, w^here every man has .greater ^ rights, more exalted privileges, and more important duties imposed upon him by his birth, than in almost any other country, it is far more essential that ignorance should not be permitted to rob him of his bless- ings, and the nation of his serviceii. These considerations have induced the trustees to endeavor to exhibit in this place as complete a model as possible of this new system of education, and thus to make your benevolence the means not only of benefit- ing ourselves, but, of extending its advan- tages throughout our country, by exciting the attention of that great and distinguished portion of our citizens who are here annu- ally assembled. To effect this object, they judged- it best to apply immediately to Joseph Lancaster himself, and request him to procure for us a teacher competent to do justice to his system. This, with a zeal and satisfaction which they had expected, he has done. The gen- tleman to whom they had referred hinr to ^ct in their behalf in London, contracted with Mr. Robert Ould and his brother Mr. Henry Ould, and they arrived here in the V 125 month of November last. The school was opened under the direction of the former of these gentlemen, on the 18th day of Novem- ber, and has been organized and conducted by him in a manner every way answerable to the very high opinion of his worth which Mr, Lancaster's recommendations excited. The trustees beg leave to refer to this let- ter from Mr. Lancaster to their committee, which states the nature of the engagement made with these two gentlemen, and the reasons for it. The younger Mr. Ould, as was contemplated when the arrangement was made to enable him to accompany his brother, has since been employed by the Trustees of the Washington Free School to open and conduct a Lancaster SchooL in that city. These gentlemen brought with them se- veral sets of the cards containing the les- sons. Sec. &c. used by Mr. Lancaster in his school ; and the school-room being already furnished according to the directions a for- mer letter from him had afforded, no delay^ took place in its opening and progress. The number of scholars is now two hundred and fifteen, and is daily increasing. The price of tuition fixed by the trustees is eight dollars per annum. All children are admitted on producing an order from the treasurer, and those whose parents choose N 126 to do so, and are able, pay him. The cards, &c. belonging to the school, are used, so that no books need be provided by the •children. Reading, writing, grammar^ and arithmetic, including the rules of three and of practice, are at present contemplated to be the ordinary business of the school. The trustees are not without hopes that in a short time, the money received by the treasurer for tuition, will become adequate, or nearly so, to their ordinary expenses. They refer to the accompanying report of their treasurer to show the donations re- ceived, and the sums expended in building the school-house, as also the general account of receipts and expenditures. As they have found it expedient to pur*, chase the lots on which the house is erect- ed, and have thought it desirable in other respects; a petition has been presented to congress for an act of incorporation, by which the society may be enabled to hold property, and conduct its affairs with greater ^ase and advantage. They have beeii compelled to incilr ^ debt of twelve hundred dollars by this pur- chase, but that liberal encouragement which has hitherto aided the instittition, will, they trust, enal^le them in due time to provide ^f this. To the benevolent spirit vrfiich is among us^ which has actuated you smd otiir 127 citizens generally, . they will ^ continue to look with a confident hope, that a work so happily begun, shall not be lost; but be made conducive, under the divine protection, to that end to which all our works should be directed, the glory of our God, and the good of our fellow creatures. ^ Since the above was presented, the school has considerably increased. The number of scholars is now three hundred and seven- ty, and there are constant applications , for admission, which are for the present reject- ed, as the room can accommodate no more. These circumstances have induced the society to commence building another room adjoining the present one, for the separate accommodation of the female scholars: to aid which, the corporation of Georgetown lias, very liberally, appropriated one thous-, tod dollars. The building will be calcu- lated to contain three hundred, or three hundred and fifty scholars. Thi§ depart-! ment of the school, it is expected, will be attended to by a very respectable lady, to whom a proposal has been submitted; and will be directed in the same manner ^s the; female school conducted by Mr. Joseph Lancaster's sister, with whose system Mr. Ould is particularly acquainted. 128 ROYAL FREE SCHOOL. BOROUGH ROAD, 31st of 8th mo. ISll. Respected Friend, The letter I was honored with by fa- vor of J. Clagget and Alexander Anderson, esqs. came when I was just recovered from a severe rheumatic illness, of which I had afterwards several severe relapsesi These trying afflictions, and an accumulated pres- sure of public business connected with the education of the youth of this country, pre- vented my arrangement for sending you a school-master as soon as I wished. The gentlemen deputed to wait on me, agreed with my views, that an accomplished, ex- perienced person, whose tried ability, ex- perience and attachment to the system, would guarantee success to your proposed school, was of more value to you than any novice could be at half the expense. On .looking over all my schools, I found but one young man answering the description, that was willing to go, and he was unwilling to leave England without his brother.... a brother bound to him in affection from his infancy, and to whom he has been a foster parent since the decease of his mother. 129 Both the young men have quitted respecta- ble situations and connections, to embark in your cause; they are in every respect worthy your countenance and protection, to which I commend them. The elder, Robert Ould, as well as his brother, Henry Ould, have been my pupils at an early age. I have been in frequent intercourse with them since they left school. They have also lived amongst my friends : so that in every respect I can speak to their merits and characters on gratifying evidence of the most satisfactory kind. I trust it will be as great a pleasure to you to receive them, as it is to me to recommend them to your protection. Considering the situation of Georgetown, its increasing prosperity and proximity to Washington, and the circumstance of your having the first school-master from me that has been sent to America, altogether a mat- ter of national importance, you have, in Ro- bert OuldVa young man who has the plan and the love of it in the very grain of his habit, now become by practice confirmed, and indeed like second nature. He will make school-masters for the Uni- ted States, as many as may be wanted. The- oretical school-masters are not worth a rush; he will make you practical ones. I hope, if it please God to spare my life, whenever N 2 130 r itr may be my lot to visit America, I shafl find the plan prospering under your benevo* lent auspices and extending its spreading utility over .your empire. Were I to say 2^11 I feel respecting Ror bert Ould^ I should write a volume in lieu of a letter.... but I trust he will experience in your united goodness a.11 my heart can desire for a brother and a friend, engaged to promote the welfare of yputh, and ^xt^tld the blessings of a system which may spread light and knowledge from the rising to the setting sun. My engagements of a benevolent nature, are many and imperious ; but at times of leisure I feel a fr6e flow of good will to thp citizens of America, and am one of those Englishmen who wish never to forget tht common kindred stock from which w6 sprung. I conclude, desiring my respects to all the gentlemen who joined in thy let* ter, and to the committee, and wishing yoii peace and prosperity, I remain Thy obliged friend, JOSEPH LANCASTER. To John Lairdy Esq. THE END, / I I ) , > V V .1.. ^ ■ '\ ■■! 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